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.