"She saw her job as the teaching of skills and terms and techniques. The students wanted to address the moral dilemmas presented in the story. Their instincts and inclinations led them to talk about the intense pressure to succeed that comes to bear upon them […] But their teacher wanted to conduct a recitation on the three techniques of characterization.”
Probst, R. (1988). Dialogue with a text. English Journal, 77(1).
“Part of the problem of students’ dislike of classic literature may—I’m hedging here—lie in outmoded and uninspiring methods of teaching that literature, an overweening focus on literary history and biography, for example; hunts for obscure symbols; lit crit kinds of activities that tease out tensions and ironies but make the book an intellectual artifact and not a living, breathing, meaningful, powerful, and potentially life-changing force for its readers.”
Hipple, T. (1996 ). It’s the that, teacher. English Journal, 86(3).
The teacher Probst refers to in this quotation is almost certainly me. I became so caught up in teaching my students theme and figurative language that I think I sucked all the fun out of reading. My students certainly viewed our books as “intellectual artifacts” as opposed to a “living, breathing force” (Hipple, p.16, 1996). I think as a first year teacher without any curriculum guidance, I was so eager to be legitimate and teach my students tangible English concepts that I forgot the whole reason I went into teaching in the first place: to foster a love of reading. Without any real information about what my students were meant to learn, I latched onto the idea of literary terms and ran with it. But towards then end of the year, I had an empty feeling. What did it matter that my students were able to identify hyperbole?
The problem is I don’t feel as though my students have the “instinct or inclination” Probst mentions to always make personal connections with text in class discussion(Probst, p.33 , 1988). When I did try to discuss the issues characters face with the class in relation to their own lives it usually fell flat. There were few times when my class was engaged in a riveting discussion of a novel at all. Perhaps I am asking the wrong question, or not creating the right environment that would allow students to feel that emotional responses, rather than intellectual responses, are welcome. Sometime my “do now” prompts, which were almost always a personal question related to a theme in the text, would elicit so much argument and discussion I would become frustrated and shut down the discussion. I know students love talking about themselves, but arguing over what features you look for in a significant other without any connection to any discussion of literature made me uneasy. I need to find a way to have that energetic discussion in relation to the novel. Most importantly, I want to figure out how to make reading more a process of “making meaning about their own lives” and consideration of life and humanity rather than a means through which one learns literary elements. I loved English class because “of all the arts, literature is most immediately implicated with life itself” (as cited in Probst, p.34, 1998). If my students did was to recognize or sense this aspect of literature I would be thrilled.
Monday, August 4, 2008
Web Quest for The Color of Water
Although this webquest on James McBride’s The Color of Water did not specify the grade level, I imagine that it is for tenth grade students because I taught this text to students at this grade level last year. Apart from the fact that the webquest focuses on The Color of Water, it deals primarily with social problems in New York including poverty and racism. Students are given the opportunity to explore the social problems of poverty and racism and then to evaluate the public policies that have been implemented to address the problems. Then students are asked to assume the roles of public policy analysts and assigned the task of creating new and innovative policies that can improve the conditions and New York City and thus the lives of many people. Students are divided into groups of four and then asked to present an oral report and a short Power Point presentation that will be used by “the Mayor’s commission” to “solve future problems of bigotry and racism. In these reports students must include some highlights on the great contributions that African-Americans and Jews have made to American society, visuals, dance, drama, poetry, and recommendations to the Mayor’s Committee on racism and bigotry. Lastly, student presentations are then to be developed into essays that are a minimum of three pages.
Even though this webquest could be more streamlined, it seems to be fairly comprehensive because it introduces and defines the purpose of the student activities and their connection to The Color of Water, defines the tasks that students must complete, provides the process so that students can understand how to complete the tasks, offers web resources, provides a rubric for the student presentations, addresses the way in which students’ work will be evaluated, and mentions how New York State standards are incorporated into the activities. This webquest is highly stimulating and useful for student learning because it allows students to become public policy analysts in the process of exploring how literary themes exist in society. Also, I particularly liked this webquest because if offers multimodal learning and can appeal to oral and visual learners. The products of the webquest are substantial because students not only have to gather, assess, synthesize, and evaluate information but they also have to present their findings and recommendations in a variety of ways. This can truly ensure that students have processed and grasped content while building their critical thinking skills. While I am not entirely certain if the students’ recommendations for solving social problems are actually submitted to the Mayor’s commission, this is an excellent idea nevertheless.
http://www2.maxwell.syr.edu/plegal/tips/t4prod/kleinwq2.html
Below, I have listed other webquests that I found appealing:
Night webquest
http://students.resa.net/bhsmc/ClassClicks/Peters/NIGHTwebquest.doc
Romeo and Juliet webquest
http://www.manteno.k12.il.us/webquest/high/LanguageArts/RomeoandJuliet/mainframe.html
The Outsiders webquest
http://outsiders06.tripod.com/
Even though this webquest could be more streamlined, it seems to be fairly comprehensive because it introduces and defines the purpose of the student activities and their connection to The Color of Water, defines the tasks that students must complete, provides the process so that students can understand how to complete the tasks, offers web resources, provides a rubric for the student presentations, addresses the way in which students’ work will be evaluated, and mentions how New York State standards are incorporated into the activities. This webquest is highly stimulating and useful for student learning because it allows students to become public policy analysts in the process of exploring how literary themes exist in society. Also, I particularly liked this webquest because if offers multimodal learning and can appeal to oral and visual learners. The products of the webquest are substantial because students not only have to gather, assess, synthesize, and evaluate information but they also have to present their findings and recommendations in a variety of ways. This can truly ensure that students have processed and grasped content while building their critical thinking skills. While I am not entirely certain if the students’ recommendations for solving social problems are actually submitted to the Mayor’s commission, this is an excellent idea nevertheless.
http://www2.maxwell.syr.edu/plegal/tips/t4prod/kleinwq2.html
Below, I have listed other webquests that I found appealing:
Night webquest
http://students.resa.net/bhsmc/ClassClicks/Peters/NIGHTwebquest.doc
Romeo and Juliet webquest
http://www.manteno.k12.il.us/webquest/high/LanguageArts/RomeoandJuliet/mainframe.html
The Outsiders webquest
http://outsiders06.tripod.com/
Web Quests for The House of Mango Street
After having heard several of my classmates present on The House of Mango Street, I am highly interested in teaching this novel to my freshman classes for the upcoming year. I anticipated teaching this novel last year, but it took me longer than expected to get through I Know Why the Caged Bird Sings, by Maya Angelou. Although I have looked at a variety of web quests, I have narrowed my choices down to the ones listed below. I feel that these websites are the most streamlined of the bunch on the web and they are easy to navigate. Moreover, they have set aside specific benchmarks for the students with clear and engaging tasks.
http://coe.west.asu.edu/students/blarson/wquest/index.htm
The web site listed above is extremely well-organized and requires students to write a persuasive essay that explains “whether or not American students could spend a healthy, happy year immersed in the culture presented through a foreign exchange program in a Central or South American country.” This web quest is excellent because it provides a clear set of parameters for the students by breaking up the writing process into five steps:
1. Determining Research Categories
2. Organizing Research Information
3. Selecting Evaluative Criteria
4. Compiling the data
5. Peer Editing
6. Submitting the Product
The web quest has also provided a rubric to accompany this writing assignment.
One web quest that really requires students to employ their critical thinking skills can be seen at the following link: http://projects.edtech.sandi.net/kearny/myhouse/
Students are asked to justify the decisions that they make in designing a house with particular furnishings to represent Esperanza. This activity could be highly enjoyable for students and it really gets them to extend their thinking beyond the novel. They must perform a thorough character study of Esperanza in order to design a house that adequately displays her traits. This web quest also has a prepared rubric for evaluating students.
One final web quest that caught my attention gives students three tasks to choose from. These options are helpful in terms of differentiating the product and giving students some freedom to explore their interests. Students can either examine Esperanza’s interactions with other people through her conversations, create a mini-skit in conducting interviews and role-playing, or allowing students to create vignettes about their own lives. In any case, this web quest allows students to be as creative as they want.
http://webquest.org/questgarden/lessons/09571-051129200337/index.htm
http://coe.west.asu.edu/students/blarson/wquest/index.htm
The web site listed above is extremely well-organized and requires students to write a persuasive essay that explains “whether or not American students could spend a healthy, happy year immersed in the culture presented through a foreign exchange program in a Central or South American country.” This web quest is excellent because it provides a clear set of parameters for the students by breaking up the writing process into five steps:
1. Determining Research Categories
2. Organizing Research Information
3. Selecting Evaluative Criteria
4. Compiling the data
5. Peer Editing
6. Submitting the Product
The web quest has also provided a rubric to accompany this writing assignment.
One web quest that really requires students to employ their critical thinking skills can be seen at the following link: http://projects.edtech.sandi.net/kearny/myhouse/
Students are asked to justify the decisions that they make in designing a house with particular furnishings to represent Esperanza. This activity could be highly enjoyable for students and it really gets them to extend their thinking beyond the novel. They must perform a thorough character study of Esperanza in order to design a house that adequately displays her traits. This web quest also has a prepared rubric for evaluating students.
One final web quest that caught my attention gives students three tasks to choose from. These options are helpful in terms of differentiating the product and giving students some freedom to explore their interests. Students can either examine Esperanza’s interactions with other people through her conversations, create a mini-skit in conducting interviews and role-playing, or allowing students to create vignettes about their own lives. In any case, this web quest allows students to be as creative as they want.
http://webquest.org/questgarden/lessons/09571-051129200337/index.htm
Sunday, August 3, 2008
Names Do Hurt Us
Kajder, S. (2008). The book trailer: Engaging teens through technologies. Educational Leadership 65 (6)
"Garret has participated in programs that identified him as a struggling reader, a reluctant student, an at-risk student, and, most recently, a striving reader. And what has he learned? "School just tells what I'm not-how what I do outside doesn't count," he explained. Garret's low achievement in school led him to question his abilities, which led him to further disengage. "I stopped doing anything 'cause it wasn't going anywhere and I didn't see myself in any of it."
When I read this section of Kajder's "The Book Trailer: Engaging Teens Through Technology" I can't help but to remember all the days I was called names as a child growing up. Usually I just yelled mean things back and that would be the end of my hurt feelings for the moment. But after reading the above, I couldn't begin to imagine the mental toll the labeling which is so widely used in education has on our children. All the names that professionals used to label Garret were all hurtful and I feel as adults we often forget that students are smarter than we think. Just because we give something a fluffy name doesn't mean we are fooling anyone. It's sort of like how they used to label elementary classes. If you were in the Bees program versus the Hornets class, everyone knew which one was considered the slower class with or without the insect name.
After reading this quote I also realized again just how important it is to teach to different modalities and how important it is to honor and spotlight each student's strength, whether it falls in line with traditional skills which are valued in school, because in the real world someone who is power point genius is just as important as the next Jeffrey Deaver. And as educators we need to let our children know this, otherwise we will lose them and their talent.
"Garret has participated in programs that identified him as a struggling reader, a reluctant student, an at-risk student, and, most recently, a striving reader. And what has he learned? "School just tells what I'm not-how what I do outside doesn't count," he explained. Garret's low achievement in school led him to question his abilities, which led him to further disengage. "I stopped doing anything 'cause it wasn't going anywhere and I didn't see myself in any of it."
When I read this section of Kajder's "The Book Trailer: Engaging Teens Through Technology" I can't help but to remember all the days I was called names as a child growing up. Usually I just yelled mean things back and that would be the end of my hurt feelings for the moment. But after reading the above, I couldn't begin to imagine the mental toll the labeling which is so widely used in education has on our children. All the names that professionals used to label Garret were all hurtful and I feel as adults we often forget that students are smarter than we think. Just because we give something a fluffy name doesn't mean we are fooling anyone. It's sort of like how they used to label elementary classes. If you were in the Bees program versus the Hornets class, everyone knew which one was considered the slower class with or without the insect name.
After reading this quote I also realized again just how important it is to teach to different modalities and how important it is to honor and spotlight each student's strength, whether it falls in line with traditional skills which are valued in school, because in the real world someone who is power point genius is just as important as the next Jeffrey Deaver. And as educators we need to let our children know this, otherwise we will lose them and their talent.
So WHAT they are reading trash!
Hipple, T. (1996). It's the THAT, teacher. English Journal, 86 (3) 15-17
"The THAT of teenagers' reading is vastly more important than the WHAT."
All I could think was THANK YOU after reading the above quote. Finally, someone sees it the way I do. Over the past few years Urban Fiction has littered our classrooms, and teachers have trashed this genre left and right, and some of it rightly so. But some of this literature is worthy of being read. I feel when adults insult what teens are reading, the chances of that teen becoming an adult reader disappears. Instead of focusing on what these children are reading, I feel as educators we should use this as a springboard. It's like introducing vegetables to children. You start of with some broccoli, introduce some peas, and before you know it you have a vegan on your hands!
I understand some of the skepticism and criticism of these books are sparked by the racy content contained int eh pages, but I personally don’t see why they shouldn’t be able to read this genre; unless they will be barred from watching movies, television programs and walking through their neighborhoods where the same situations that appear in Street Fiction recur multiple times a day. The only thing I fear about children reading some of these books are perhaps them limiting their vocabulary and comprehension by reading some of the poorly written and edited ones, but you can find bad books in all genres.
"The THAT of teenagers' reading is vastly more important than the WHAT."
All I could think was THANK YOU after reading the above quote. Finally, someone sees it the way I do. Over the past few years Urban Fiction has littered our classrooms, and teachers have trashed this genre left and right, and some of it rightly so. But some of this literature is worthy of being read. I feel when adults insult what teens are reading, the chances of that teen becoming an adult reader disappears. Instead of focusing on what these children are reading, I feel as educators we should use this as a springboard. It's like introducing vegetables to children. You start of with some broccoli, introduce some peas, and before you know it you have a vegan on your hands!
I understand some of the skepticism and criticism of these books are sparked by the racy content contained int eh pages, but I personally don’t see why they shouldn’t be able to read this genre; unless they will be barred from watching movies, television programs and walking through their neighborhoods where the same situations that appear in Street Fiction recur multiple times a day. The only thing I fear about children reading some of these books are perhaps them limiting their vocabulary and comprehension by reading some of the poorly written and edited ones, but you can find bad books in all genres.
Response - Luke Martin DeSiervo
“Most of our students, however, are going to be elsewhere. They’ll be in some line of work far removed from the literary world. They should, nonetheless, be readers. They should be people who enjoy literature, who read it willingly, even enthusiastically, and who respond to it and think about it in ways that enrich their emotional and intellectual lives.”
Probst, R.E. (1994). Reader-response theory and the English curriculum. English Journal
77, 37-44.
I remember reading a few of Robert Probst’s articles at the beginning of the semester and really taking to heart some of the ideas he set forth. Over the course of the summer, I have spent a lot of time trying to make sense of the previous year and thinking critically about how I want to approach my second go around in the classroom. I think more than anything else, I hope to present literature from a much more relaxed and enjoyable perspective. Probst is right—in the real world our students will be far removed from the English classroom. Perhaps the best thing we as English teachers can do is to inspire them to become independent thinkers who enjoy reading, or at the very least enjoy it a little more than they did before they arrived. In retrospect, at many times I felt so overwhelmed by the intense responsibility of making sure my students improved both as readers and writers that I lost track of the bigger picture. As of yet, no magic formula has been found to teach these important skills and we are left to discover the approach that works best in our particular classroom. But the more I think about, I am starting to realize that teaching students how to enjoy literature and the writing process are large pieces in this puzzle. While we work so hard trying to stress the most basic and fundamental skills to build a solid foundation, and rightfully so, I think we would all be surprised to see just how much our student’s skills can grow if we adjust our frame of mind and inspire them to enjoy the process.
I know full well that this is far from an easy task and I am not entirely sure how to turn this vision into a reality. I know I am going to have to work hard and experience many more failures before I ultimately find a method that works for me. But at least I know now that I can take it, and hopefully will not become nearly as frustrated as I did last year. On a more tangible level, I hope to change the perception of literature in my class by locating more interesting reading material that my students will be excited to experience. More than anything else, this course has opened me up to the wide world of young adult literature and helped me to see that if we want our students to become more interested in reading, we need to offer them materials and choices that they will enjoy. In addition, I plan to dedicate myself to modeling better habits and read in front of my students more often. Hopefully, this will create a genuine atmosphere in which reading is valued and respected.
“Contemporary young adult literature is an electrifying genre for getting today’s young adolescents reading and exploring who they are. Such literature contains themes, plots, language, and characters that are consistent with young adults’ experiences…Today’s young adult literature is sophisticates, complex, and powerful. It deserves to be a part of the literary tradition in middle and high schools.”
Stallworth, J.B. (2006). The relevance of young adult leadership. Educational
Leadership 63, 7, 59-63.
At the beginning of this course, I must admit that I was not as open-minded about young adult literature as I probably should have been. I’m not sure exactly why, but I assumed that reading these books would be childish and painful, and that it would have little impact on my day to day teaching practices. Yet as I read Stalllworth’s article, I am pleasantly surprised by how much my opinions have changed in these six weeks. Not only have I enjoyed reading the majority of these books, but I am impressed at how much studying the body of literature has helped me as teacher. One of the biggest adjustments I had to make in this profession was rediscovering what it meant to be a teenager. Being that it was not all that long ago that I was one myself, I assumed that I had an adequate understanding of the 14 year old mind and would be able to connect with their thinking and tendencies. For some reason, I assumed that teenagers were much more stable and able to function more effectively. (Actually, the more I think about it, it’s probably because I thought I knew everything when I was a teenager. Oh how wrong I was!) Of course my initial assessment proved to be far off base and I spent a lot of energy figuring out how vast the needs of teenagers are. Closer to childhood than adulthood, I have come to understand the guidance so many of our students are looking for and the positive influences needed to steer them in the right direction.
Getting back to young adult literature, I believe the genre has been a valuable tool that has helped me to better relate to my students. Putting me in touch with both their interest and abilities as readers, it has caused me to think about what I need to change in order to become a better teacher. Likewise, I now have a better grasp on the important role young adult literature can play and how it can be a valuable resource for our students. By presenting problems and characters that reflect their interests and points of view, teenagers can find solace in literature and most importantly, recognize that there are people out there that understand what they are going through. It offers a necessary reminder that these individuals are still growing, and we as teachers must modify our expectations accordingly. While I still maintain that no adult can truly remember what it feels like to be a teenager, reading these novels has helped me relate to my students and more fully understand their needs.
Probst, R.E. (1994). Reader-response theory and the English curriculum. English Journal
77, 37-44.
I remember reading a few of Robert Probst’s articles at the beginning of the semester and really taking to heart some of the ideas he set forth. Over the course of the summer, I have spent a lot of time trying to make sense of the previous year and thinking critically about how I want to approach my second go around in the classroom. I think more than anything else, I hope to present literature from a much more relaxed and enjoyable perspective. Probst is right—in the real world our students will be far removed from the English classroom. Perhaps the best thing we as English teachers can do is to inspire them to become independent thinkers who enjoy reading, or at the very least enjoy it a little more than they did before they arrived. In retrospect, at many times I felt so overwhelmed by the intense responsibility of making sure my students improved both as readers and writers that I lost track of the bigger picture. As of yet, no magic formula has been found to teach these important skills and we are left to discover the approach that works best in our particular classroom. But the more I think about, I am starting to realize that teaching students how to enjoy literature and the writing process are large pieces in this puzzle. While we work so hard trying to stress the most basic and fundamental skills to build a solid foundation, and rightfully so, I think we would all be surprised to see just how much our student’s skills can grow if we adjust our frame of mind and inspire them to enjoy the process.
I know full well that this is far from an easy task and I am not entirely sure how to turn this vision into a reality. I know I am going to have to work hard and experience many more failures before I ultimately find a method that works for me. But at least I know now that I can take it, and hopefully will not become nearly as frustrated as I did last year. On a more tangible level, I hope to change the perception of literature in my class by locating more interesting reading material that my students will be excited to experience. More than anything else, this course has opened me up to the wide world of young adult literature and helped me to see that if we want our students to become more interested in reading, we need to offer them materials and choices that they will enjoy. In addition, I plan to dedicate myself to modeling better habits and read in front of my students more often. Hopefully, this will create a genuine atmosphere in which reading is valued and respected.
“Contemporary young adult literature is an electrifying genre for getting today’s young adolescents reading and exploring who they are. Such literature contains themes, plots, language, and characters that are consistent with young adults’ experiences…Today’s young adult literature is sophisticates, complex, and powerful. It deserves to be a part of the literary tradition in middle and high schools.”
Stallworth, J.B. (2006). The relevance of young adult leadership. Educational
Leadership 63, 7, 59-63.
At the beginning of this course, I must admit that I was not as open-minded about young adult literature as I probably should have been. I’m not sure exactly why, but I assumed that reading these books would be childish and painful, and that it would have little impact on my day to day teaching practices. Yet as I read Stalllworth’s article, I am pleasantly surprised by how much my opinions have changed in these six weeks. Not only have I enjoyed reading the majority of these books, but I am impressed at how much studying the body of literature has helped me as teacher. One of the biggest adjustments I had to make in this profession was rediscovering what it meant to be a teenager. Being that it was not all that long ago that I was one myself, I assumed that I had an adequate understanding of the 14 year old mind and would be able to connect with their thinking and tendencies. For some reason, I assumed that teenagers were much more stable and able to function more effectively. (Actually, the more I think about it, it’s probably because I thought I knew everything when I was a teenager. Oh how wrong I was!) Of course my initial assessment proved to be far off base and I spent a lot of energy figuring out how vast the needs of teenagers are. Closer to childhood than adulthood, I have come to understand the guidance so many of our students are looking for and the positive influences needed to steer them in the right direction.
Getting back to young adult literature, I believe the genre has been a valuable tool that has helped me to better relate to my students. Putting me in touch with both their interest and abilities as readers, it has caused me to think about what I need to change in order to become a better teacher. Likewise, I now have a better grasp on the important role young adult literature can play and how it can be a valuable resource for our students. By presenting problems and characters that reflect their interests and points of view, teenagers can find solace in literature and most importantly, recognize that there are people out there that understand what they are going through. It offers a necessary reminder that these individuals are still growing, and we as teachers must modify our expectations accordingly. While I still maintain that no adult can truly remember what it feels like to be a teenager, reading these novels has helped me relate to my students and more fully understand their needs.
reaffirmation of books
ReLeah Cossett Lent (2008) quotes Nancy Atwell saying "her goal for is for students to become smarter, happier, more just, and more compassionate people because of the worlds they experience within those hundreds of thousands of black lines of print" (61). When I am asked why I teach reading and writing, I feel silly saying one's life can change through reading and writing, but that is exactly what I believe. I think if students can lose themselves in a book, they are learning how to focus, how to think, how to take time for themselves, how to take care of themselves, and how to understand other people. It is true that many books make people uncomfortable because of their subject matter. Teachers would prefer not to teach such books and parents would prefer their child refrain from reading such material. But when a book is censored, dialogue is denied with the student and the child, and a teachable moment is avoided at a great cost. Certainly, adults should be vigilant in regards to what children put into their minds, but adults also have to understand that the world is something of a terrible place. It is through books that we may understand how to navigate through the wretched and the terrible.
Lent, R. C. (2008). Facing the issues: Challenges, censorship, and reflection through dialogue. English Journal 97 (3), 61-66.
Kauer (2008) details an interaction with a parent: "she answered that she felt that so much of high school literature took people to a dark place" (58). This woman thought that the school's curriculum was "damaging their love of books" (58). Her children's love of books or her love of books? I wonder what kind of parent I will be. Will I force my views on my children to the extent that I shield them from essential pieces of literature? Teenagers understand the existence of "dark places." I was far more entertained by the gruesomeness of The lord of the flies than I ever was by anything Jane Austen wrote. Literature isn't nice. It doesn't have to be. It is fantastic and real. Certainly, the act of censorship brings more to the discussion of literature. It fans the flame of interest. If you ban it, if you forbid it, you better believe they will read it. Maybe it's all a trick to get kids reading. I wouldn't be so surprised if it was.
Kauer, S. M. (2008). A battle reconsidered: Second thoughts on censorship and conservative parents. English Journal 97 (3), 56-60.
Lent, R. C. (2008). Facing the issues: Challenges, censorship, and reflection through dialogue. English Journal 97 (3), 61-66.
Kauer (2008) details an interaction with a parent: "she answered that she felt that so much of high school literature took people to a dark place" (58). This woman thought that the school's curriculum was "damaging their love of books" (58). Her children's love of books or her love of books? I wonder what kind of parent I will be. Will I force my views on my children to the extent that I shield them from essential pieces of literature? Teenagers understand the existence of "dark places." I was far more entertained by the gruesomeness of The lord of the flies than I ever was by anything Jane Austen wrote. Literature isn't nice. It doesn't have to be. It is fantastic and real. Certainly, the act of censorship brings more to the discussion of literature. It fans the flame of interest. If you ban it, if you forbid it, you better believe they will read it. Maybe it's all a trick to get kids reading. I wouldn't be so surprised if it was.
Kauer, S. M. (2008). A battle reconsidered: Second thoughts on censorship and conservative parents. English Journal 97 (3), 56-60.
Subscribe to:
Posts (Atom)