Reflection on ENGL 4800

I particularly enjoyed this class and getting a chance to explore literary theory. I had very little experience in working with literary theory and this class opened my eyes to how literary theory can get students interested in reading and understanding a text. The aspect of the class that I truly appreciated was listening to everyones presentations of their final projects. Cassie brought up many websites that have real world applications for when I set out to teach in the middle school or high school setting. Working with the texts we discussed in class, I feel that I am more prepared to teach literary theory in the classroom. I believe that through this class I have gained a lot of new strategies for teaching texts not just through one way but through many ways that open students eyes to many social justice issues and events in their lives that they need to clarify. Reading is an important element in teaching and learning and by engaging students in it they will gain a skill that will stick with them for the rest of their lives. I really appreciated the insights of my colleagues in class and their opinions in addition to the comfortable atmosphere that was presented in class. I felt that everyone was given an equal chance to voice their opinions and were heard. I also got a chance to read three pieces of diverse literature that helped me gain an understanding about how to teach and why we teach. I will take what I learned in ENGL 4800 and bring it into my future classroom to help benefit my students reading and understanding of life and literature.

Reflection on "Violent Cases"

I thought that our group covered Graphic Novels and Violent Cases very well. I hadn't really ever considered teaching a graphic novel until doing this group teach. I think I might put some more thought into the content of the graphic novel's and age appropriateness of them but for college students Violent Cases worked well. I appreciated that it sparked some interesting discussion and different interpretations of the events within it. I thought that the activity with Marxism worked well especially when applied to Violent Cases. The preparation in teaching this topic led us to many conclusions that I really never thought of before setting out to accomplish it. Graphic Novels can teach social justice issues and can teach them extremly well. In researching graphic novels are on the michigan content standards. My favorite activity would have to be the one where we created the comic strip one panel at a time without talking to each other. I thought it was a fun activity that allowed us to be creative and try to formulate a story out of what little material we had to work with. I thought we did a great job in conveying our message and points and we worked extremly well together.

Overall Impressions of the Books in Class

I enjoyed reading all the texts that we discussed each week in class. These books can be a real good resource for me when I enter the classroom. They present many issues that teachers and students must consider everyday. Literary theory is a difficult subject to cover and I felt that these books presented the topic in a way that provided a realistic application for them in toady's classroom. In parts Applemans text was hard to follow and many of her theories I would have to disagree on, but she presented her thoughts in a way that laid out her opinions and led you to question the theories presented. Applemans activities in the back of the book proved to be the most beneficial aspect of her book, which seems like I might use many of the lessons and activities she presents. These activities presented the theories in a way that was easy to see and worthwhile for students. Wilhelms text presented a lot of opinions that I agreed with and presented a lot more interesting questions to consider. I liked how Wilhelm presented reading and how to engage students in reading. Many issues regarding reader response were very intriguing and presented a lot of interesting ways for students to get engaged in a text. The teacher as a researcher and getting to know your students was a great addition to Wilhelms text and I will walk away with that understanding. Allen Webb's text was a great example of how diverse readings can help students with issues they face everyday. Literature can help students get insight into social justice issues and gain understanding when they didn't know it. Particular chapters that stood out to me were the youth violence chapter, multicultural studies chapter, and Huckleberry Finn chapter. At the end of each chapter the annotated bibliography proved to be a great resource in learning extra material about the topic of the chapter, and gave me useful material that could be helpful in teaching those topics. Overall the books we used in class will be helpful resources and will be a great addition in my educational library.

Appleman, Critical Encounters Chapter 5

I think that reading this chapter just adds to my understanding of Feminism from Webb's chapter in Literature and Lives. For instance, how gender effects how we read a text is very important and provides a lot of insight. The feminist theory lots of times talks about being different and the joys and pains of being that way. In a lot of ways feminist theory is similar to teaching about African American equality. Both emphasize differences and how they can be cherished and accepted. The struggle for women's equality is similar in many ways to that of African Americans. I feel like most of the time, if it just wasn't talked about as in depth and as often as it is, things might be better. However, in reading many diverse texts this is hard since there are so many different ways to look at a text. I agree with Appleman when she talks about both "feminist" texts and traditional texts in the classroom. I think it would be more wise to start with the "feminist" text because I feel that it is easier to see the lens of feminism in that text. I think that feminist texts make students more comfortable with the theory and looking at a text through that lens. Once they are comfortable it will be easy for them to take that lens and not only look at other texts, but also the world around them. I think that the activities Appleman talks about are a really good flow to go from a poem, to text, to traditional forms of literature. One thing that i thought this chapter could have done a little better is the amount of responses by the students. Students opinions on how they used feminist theory could have helped me understand how I would use it in the classroom.

Appleman, Critical Encounters Chapter 4

Applemans chapter on the Marxist approach was very involved. Although I haven't even heard of the Marxist lens until taking this coures I feel that examining political and social issues especially the issue of class or socioeconomic status very important. It seems that nearly every novel has some ties to the issue of class struggle, usually the struggle for power during times of poverty or prosperity. The spark of this struggle is clearly competing ideas, which is also a part of Marxist criticism. One group or class is always seen as superior and the other is considered inferior to others and this is no different in American society today and throughout history. Those who have money have power. It is useful to examine this theory because our students come from various social classes. Appleman agrees with this by expressing "As we acknowledge the diverse backgrounds and perspectives of the students who will read and discuss literary texts together, we also might acknowledge the need to consider particular issues of race and class deliberately and thoughtfully" page 59. Whenever issues of class are discussed, like the students talking about Hamlet, I feel that students may be resistant in talking about their own economic statuses. How do we as teachers avoid students becoming afraid to talk about their social classes, or should this issue of "uncomfortabilty" with one's own social class be directly exploited? These are the questions we should be asking as teachers trying to teach the Marxist approach to literature

Webb, Chapter Seven

Teaching multicultural studies and expressing the need for students to see many diverse opinions in literature is very important and I feel must be addressed. In Webb's chapter Testimonial, Autoethnography, and the future of English, he asserts the need to get students exposed to many diverse written work by authors of many different backgrounds, religions, and races. Students exposure to opinions of people that aren't from their race or beliefs can help to gain understanding of issues that they may be unclear about. Webb's discussion of Rigoberta Menchu offers, "fresh new perspectives on traditional literary approaches and generates new possibilities for developing and deepening the writing I ask my students to do." testimonials offer a great deal of insight into diverse situations of many individuals. By teaching these texts it speaks back to stereotypes that students may have in mind and establish ideas making them especially useful to a cultural studies classroom. Students are then led to ask challenging questions and question their every day school experiences. These questions should be developed into large group discussions. For poor or minority students testimonials could have a profound impact on their lives and may give them inspiration in writing. By teaching these texts they have a reach far beyond the classroom.

Webb, Chapter Six

Webb's chapter on Huckleberry Finn and race was very interesting and produced a lot of questions but also made a lot of issues clearer. Huckleberry Finn has been considered a very controversial book with many issues on race that society struggles with today. The book ultimately is anti-racist and has many themes that can help students understand differences. "To do this, we need to listen to objections raised against the novel and reconsider the process of teaching it." By finding out new and revolutionary ways of teaching the text you as a teacher can still teach the novel but can help dispel the myths and objections that some people have against the book. Listening to your students is very important and diverse students can help you find a way to teach the text in many ways. African American students may see the book in a different way then white students, which makes a great deal of issues in the classroom that can lead to amazing classroom discussion. The teaching of Huckleberry Finn can be approached in many directions but many factors need to be considered according to Webb, "teaching Huckleberry Finn in a way that is sensitive to the racial makeup and dynamics of the classroom. Discussing the presences of many words that are socially unacceptable when it comes to describing race. As well as informing parents that the text is being used and express why the text is being used. By thinking critically about all of these ways to look at the book, you can teach a great piece of literature in a way that examines many social issues that need to be addressed.

Webb, Chapter Four

This chapter in particular struck me in that youth violence was a serious problem in my pre internship at Hillside Middle School. The prevalence of youth violence in the classroom is a problem that needs to be addressed in order for students to feel safe in a place that is conducive to learning and growing. "What is truly unfortunate about the lives of these young people is that their antisocial behavior is often a desperate if misdirected attempt to secure their most basic human needs, to establish for themselves safety, respect, and belonging." As a teacher I feel that students need to be comfortable in the classroom in order for them to learn, if this is not achieved then many issues and conflicts will arise that might promote violence. Many diverse readings or texts can be introduced in the classroom that can counter the effects of youth violence. With the reading of Native Son Webb's students struggled to understand the causes of alienation and violence even more evident in the United States today. This is very important for students especially adolescents to do in the classroom because they are searching for answers about many issues and struggling to form an identity. The more students learn about these issues the more they will understand each others differences.

Webb, Chapter Three

I liked a lot of things in this chapter on gender and molding your curriculumn around it sounds like a great idea. The first thing that I liked about this chapter concerning feminist theory and gender studies was the author's personal example of his inexperience within a classroom focused on feminist theory. He admits that prior to that class he had very little exposure to feminist literature and feminist authors. His example helps to make readers who are unfamiliar with these material feel a little more comfortable with using them in the classroom. The importance of feminist theory and Gender Studies is obvious when we take into account the culture that our students are faced with every day. "teenagers and young adults are immersed in a world where gender roles are supercharged. Unfortunately, young people typically have few opportunities to carefully examine gender codes, roles, and expectations. The work of women's studies and gender studies thus becomes particularly relevant to English teachers and forms one of the most important approaches under the cultural studies umbrella," page 38. Webb goes on to further express his point, "like feminist and multicultural studies, gay and lesbian studies is also tied to broader social movements and events." By using these types of studies in your secondary classroom it is another way to explore controversial topics and the social issues that your students are faced with each day.

Webb, Chapter Two

I was pretty interestd by Webb's chapter on homelessness. I was most inspired by his introductory story on the man he discusses in the beginning. I really like the idea of teaching homelessness in the classroom, especially using some of the references Webb leaves for the readers throughout the chapter, as well as in the end. Some of these resources are things many people have heard of before, but they really never acknowledge the themes they express. In his experiences in teaching homelessness it turns out most students were more interested than they perceived to be in the beginning. One quote in particular is what I hope to be true above all when it comes to student responses in class, "If involvement with real-world issues and events developed consciousness, it also led to better written projects, extended and deepened reading, and provided a basis for passionate oral reports and intense class discussion" page 20. This proves that having themes like homelessness create curiosity to young adolescents and in spite of their doubts, they may actually learn something and enjoy learning in the process. I hope to have this type of impact on my students in my own English classroom one day, where I can find the spot where each individual can find something we are doing in class to be useful and a great learning experience.

Wilhelm Chapter Three

I really appreciated the effectiveness of Reader Response. Wilhelm provides many strategies that seem to work great in the classroom. Keeping a journal of students reading and what you notice about their reading I feel is very important in helping them to be engaged as readers and help them to be comfortable in reading with their peers. Wilhelms criteria for classroom research seems to be a great way of knowing your students and to help you grow as a teacher. These criteria help to mold your lessons around your students and help you modify your approaches for individual students. Criteria number 2, "that it fit naturally into the life and flow of the classroom, being accepted by students as something interesting and even fun to pursue." I think this is a very important aspect to think about in that students will appreciate the activities you introduce more if you make them interesting and meaningful. I feel this is one of the most important aspects of teaching.

Wilhelm Chapter Two

I like that Wilhelm goes into more detail about specific students and their attitudes towards reading; whether it be enjoyment, frustration, or boredom. Wilhelm notes that as a teacher it is your job to familiarize students with literature and show them the variety of book available to them. He also makes note of how little time is given to teaching reading, and that subjects such as math and science are more of an educational focal point. I think the point that stuck with me was Cora's comment on page 31, "I don't believe reading can or should be graded." I believe that she is on to something. If you know a grade is dependent on something you are less likely to really enjoy it, and will instead just work to get it done without really reading into it.

Wilhelm Chapter One

While reading Wilhelm's first chapter it made me realize the importance of gaining students interest in reading when they insist that they hate reading. Wilhelm insists that reading should be instilled as meaningful and have a personal connection to students. "Again, I think that these students have never been helped to pursue reading in any personally meaningful way. By the time they arrived in my classroom, an intense demythologization of the reading act was in order." This quote struck me as something that seems to be going to happen in my classroom when I embark on teaching. Students tend to show a lack of reading and it is my job as a teacher to help them as readers and as future readers. "If literature does not speak to student lives, then what good is it? If students don't come to love reading now, when will they ever read later?" this quote speaks the truth students need to be trained to enjoy reading and feel comfortable in reading. If students feel comfortable and engaged then students will enjoy the reading process.

Reflection on The Bell Jar Group

The Bell Jar Group presented a great lesson that explained the main themes and overall point of the book in a way that made it easy to follow and informative. I felt that I learned a great deal more than I thought I would going into the lesson about the life and writings of Sylvia Path. I was not aware of the effect that her life had on the meaning and understanding of the book. The groups activities made it easy for everyone to get involved in the lesson and I especially liked Tia's activity were I had to look through the "feminist glasses" to get the perspective she was looking for. Connecting the book to Sylvia Plath's life was a great way for not only me, but the entire class to be engaged in what the author was trying to convey in the novel. I thought that this book was a great tool to teach about life, in that students in secondary schools are frequently questioning what is socially acceptable and what they feel is right. This book addresses those needs, but I am worried about the content being too explicit to teach in a high school classroom. The overall performance of the group was very good and I wish that I could adapt those activities in my classroom in the future.

Michigan Council For History Education Conference

After attending the 14th annual Michigan Council For History Education Conference at the Kellogg Center in East Lansing, Michigan on November 7th, I have gained new perspectives on the values and ideas of practicing teachers of history. Going into the conference I had no idea about what I should expect since, i have never taught in a history classroom before. My pre-internship was in a 7th grade language arts class, and all my experience teaching has solely been based in the field of language arts and English. Being a history teacher candidate studying to be a practicing teacher of history, it was an invaluable resource for me to attend. The conferences main topic was "History Curriculum, Alignment, and Assessment with the New Content Expectations." With sessions breaking up into elementary and secondary teaching. The many new content expectations put a greater emphasis on technology in the classroom and an interesting speaker named Stan Masters, described how incorporating Internet websites, blog entries, and interactive activities are the new wave of the future when it comes to history education in the K-8 classroom. Considering that I am new and a student to the field, many of the teachers there shared a lot of experiences to me about their first year teaching and their struggles. I was getting a little worried about the profession, but they assured me that after a couple of years lessons become easier to plan, and conferences and professional development help out immensely. A presentation that I found interesting was Mike Libbee's discussion of Geography in US & World History. Mike described many new perspectives that students might find interesting. Mike represented the Michigan Geographic Alliance, which i had no idea allows teachers to use various maps and diagrams that students can visualize for teaching Michigan history. Curriculum models seemed very confusing to me since i have had very little methods classes in history, but from what i could get out of it history should be taught through many lessons that focus on a particular aspect. An example would be modeling curriculum that uses the new content standards to encompass a lesson that teaches a particular aspect of history, but then has a lesson that ties everything in at the end. Lauren McArthur a guest speaker on World History Model Curriculum expressed that some teachers neglect the tie in part which leaves students struggling to connect meaning. Overall, I felt this conference gave me a valuable starting block to develop my understanding of what it takes to teach history with new content standards. I am looking forward to attending next years conference if I am permitted to do so.

Webb, Literature and Lives Chapter 5

In Webb's chapter 5, I found it to be not in line with my beliefs on classroom instruction and how to look at a work. I can see where he is coming from, but his views on how Shakespeare should be taught was very confusing to me. He mentioned that in order to understand his work you had to look at the historical facts about his time period. I think that is simply not true, the themes and ideas expressed within Shakespears dialogues are still present in todays society and are relavent to students today just as much as they were in his time. To understand Shakespear is to understand human nature, is how i feel about his work.
When I am teaching history to high school students, new historicism could be a double edged sword. On one hand I want my students to make connections about what is happening in their world currently to how this relates to what happened in the past. An on the other, I want my students to not be confused about what i expect of them. This approach to new historicism is a great way for students to tie current problems in the world to historical ones through novels and stories, but is also hard to understand if the student does not have proper instruction on it. Students should be given a lesson on how this approach should work and how it is beneficial for them to know. This way students will have the best oppertunity to succeed in your lessons. Questions that should be posed to students are, "How does the text apply to the conflicts as a whole?," "How was this book or story recieved at the time it was written?," or "What were the oppinions of this book or story from the point of views of the middle class, upper class, ethic groups, or immigrants?" by doing this I think students should be given the oppertunity to criticise books and what they stand for.

Webb, Literature and Lives Chapter 1

Webb's book is constructed in a way that is benificial for teachers as a resource. Each chapter has a reference section that allows the teacher to view many different materials that can be used in the classroom that relate to the material you are going to present to your students. In chapter one, Webb's approach to reader response is similar to Appleman's in that this theory should not be taught soley by itself but in conjuncture with other practicing theories in literary education and interpretation. When discussing reader response and cultural studies Webb connects two great theories that at first seem like they will just not work together. In Webb's classroom however, the theories worked extremly well together and I got a feeling like the students in his classroom responded to the mixture in a way that I too hope to experience when I teach. Cultural Studies usually is taught by studying a crisis or other extreme matter, but if there were a way to teach it without always using these controversial topics I think that students would truly gain the value of this approach. Challenging students view of the world is extremly important and I feel is the reason I got into teaching in the first place. I value learning and growing when they are developed together and helping students understand the world and helping them gain this realization on their own is a admirable trait in a teacher that i hope to one day embody. I found it to be a great resource to hear Webb discuss his experiences as a new teacher and how he never gave up his drive to constantly change his ways of teaching. His thoughts on classroom discussion were impressive and really gave me insight into the impact of respecting student responses to questions and directing the discussion in a desired direction.

Appleman, Critical Encounters Chapter 3

Applemans chapter, "The Lens of Reader Response: The Promise and Peril of Response-Based Pedagogy," expresses a need for the teacher to be open minded when it comes to reader response. When we as teachers set off to teach a text or work of poetry we often forget how its practice may have diverted from its intentions. This is a very important point that Appleman discusses because it is all to familar for me when one of my teachers expresses an activity and the activity gets caught up in a direction that wasn't intended and the meaning gets mixed up. The reader-centered approach in my mind connects students to the text in ways that they create and that they develop. This approach allows students to be their own detective in a case that they can solve on their own. When students read a text when this approach is being taught, they are activly searching for meaning as they read which offers many interpretations and ideas that they can apply to their lives. This however can seem too perfect, when you know your students can relate to the story and are personally connected to it, but something is missing. Sure the students can relate to the story, but what about the context of the story and how that relates. This point is often neglected in the classroom, and is the downfall of reader-centered approaches. In my classroom, I hope that my students realize the importance of being personally related to the story, but i also hope that they know the context in which the story is relating to them. That is the key, in teaching reader-centered approaches to students.

Appleman, Critical Encounters Chapter 2

Applemans Chapter, "Through the Looking Glass: Introducing Multiple Perspectives" gives great teacher examples of how four different teachers presented their styles an stories on how they would approach teaching literary theories. I find it very interesting that students can read into a poem or story and find meanings that are correct at first glance but, while using literary theories become completly wrong. Students need practice when working with literary theory and the best way I feel is to teach lessons on how to use them. We as teachers can not just jump into looking at a poem a certain way and then have our students follow suit. An appropriate set up strategy must be developed first in order for students to understand what you as a teacher are looking for. Students need entertaining and fun activities to get engaged in a work or text, but they must learn the motives and directives behind the excercises that you incorporate. The strategy he discusses about having a court case that examines the plot and characters, as well as themes of the story, is an interesting way of looking at interpreting a story. The students must truly know the story and the characters in order to act them out. This is one activity that I should be seriously looking at practicing in my classroom.
The quote from the text that struck me to be very moving and the basis for literary teaching in the classroom is, "They should be able to see things from other viewpoints, heartily argue positions that they don't believe in, inhabit other ways of being or habits of mind. She wants her students to analyze their lives and texts, not just from inside out but from outside in." I think that this is an important statement about education and a great way for students to get engaged and motivated in a class, if they know what is expected of them and can relate to the works.

Appleman, Critical Encounters Chapter 1

Appleman's chapter, "The Case for Critical Theory in the Classroom," explains a lot of interesting points that may or may not be great classroom instruction tools. Literary Theory was rarely taught in my high school classrooms and approaches to it seem hard for students to understand. Applemans approach to literary theory is right on however when he discusses that literary theories keep us understanding that different styles and interpretations are good for learners to realize. Readers also gain a great understanding of other cultures and different ways of looking at the same text. Using critical lenses to discover there world as Appleman puts it is an interesting thought, since adolescent students are always questing for more knowledge and experiences to understand their world and where they fit into it.
Reader Response theory is mainly the only theory that was addressed in my high school classroom. Unfortunately, this was the only one, but I feel that through reading Appleman and his points of incorporating many literary theories can be beneficial for students in a high school classroom. By looking at his questions on pg. 9, I realize that a good planning approach is the best way to develop teaching literary theory to my students. The question he asks, "which contemporary theories seem best-suited or most age-appropriate to high school students? Are some more teachable than others?" are great questions to develop answers for, because you as a teacher are more prepared to handle the topic and the students will be greatful as well.

Wilhelm, Chapter 6

I found this chapter to be very helpful for new teachers or teachers just starting out at their first school. Wilhelm brought up some essential questions that all teachers should be aware of. The questions have changed my perseption of how a teacher should approach certain situations and how to be a reflective and researching professional. The question that brought up the most realizations for me was the question that asked, "What measures, in what situations, best capture the sorts of learning we hope for in schools?" I always imaged just planning a lesson and acting it out. In reality it seems like it is a little more complex then that. You really have to know what you want your students to learn before you approach the lesson. Teachers also need to be researchers as well, because they are dealing with a wide variety of students with different needs as learners. Teachers need to research all types of learning disabilities or issues students may have. Different methods and strategies need to be realized to stay current in the field and also learn from teachers who have taught students with a particular need.

Wilhelm, Chapter 5

Some people tend to be visual learners. This means that they learn best while their seeing and experiencing things by seeing. This is true with some readers as well. There are a couple of teaching strategies that Wilhelm describes in his chapter that work with visual learners. The symbolic story representation strategy involves using cut outs of characters , setting, ideas, and forces that are important to the story. The students are then suppose to act out and describe the action of the story using the cutouts. The cutouts,according to Wilhelm, bridge the gap between visualization and drama. This strategy can be revised and criticized in many different ways all would help the students gain different realizations about the story. Students could also picture a part in the story that they have a good visualization about. This helps the students use the authors words and their minds to portray a visual image in there heads. Another strategy that the book describes is using the collage to portray ideas presented in a novel or passage discussed in class. Particular words or pictures can portray meanings and would help visual learners piece together the story better. All these strategies would be helpful in my future classroom, and I believe that discussing multiple intelligences is a great idea when planing lessons in a literature based class.

Wilhem, Chapter Four

Wilhelm's points of view in this chapter I found to be very interesting as a future teacher of literature. His ideas on the reader as an actor was a great analogy. The reader uses their own voice like an actor to interpret the script or text. Using prior knowledge and their own experiences readers, without knowing it, relate to one or more characters in the story or text they are reading. The essential question of the text is how to gain apathetic readers an appreciation of the literature in class. The main focus in the literature world has been on how a reader interprets, evaluates, and reflects on what they read. However, little focus has been on what readers do beyond simple comprehension of the text. I think that Wilhelm is right on in the respect that simple comprehension is not the answer to gaining students attention and respect in reading. If students are going beyond comprehension and gaining a deeper knowledge in relating to characters and situations in the literature. Readers need to be active readers, this means that they are constantly searching for meaning in the writings. Students who are actively engaged in their reading and applying the reading to their lives are actually learning. "Less proficient and less engaged readers must learn to think differently about the reading act and learn how to participate in the experience of literature and construction of literary meaning. By modeling expert reading strategies these students might have a better chance of success.