Writing About Literature

Ok, found this on my desk... it is an NCTE publication entitled "Writing About Literature" by Elizabeth Kahn, Carolyn Walter, and Larry R. Johannessen. I am wondering why Elizabeth Kahn's name is so familiar- might it be AP?

Anyway... here are some reflections based on my reading. First, on page 8, they talked about having a series of statements about love and then having the students assert on if the authors would agree with those statments based on poems from the unit. I think I could apply this to my American Voices class with my author's dialogs.

Another great idea related to a story called "Paul's Case" by Willa Cather. "Students were given twenty-two possible values such as acceptance, achievement, aesthetics, altruism, autonomy, companionship, creativity, health, honesty, justice, knowledge, love, loyalty, morality, physical appearance, pleasure, power, recognition, religious faith, self-respect, skill, and wealth. Individually, they ranked the values in order from most important to Paul to least important to Paul. Later, in small groups, studnets compared their individual rankings and defended their choices. "

Then there is a worksheet that can be used... base the thesis on what the character values most or how the character changes values. Give top three values... with evidence for top choice. Explain how the evidence supports the value. Give evidence that the values 2 and 3 are held lower than 1. Explain how that helps your point. Data. Claim. Warrant. All there.

I really like doing something called an Evidence Extract...

The example had this assignment: "At several points in To Kill a Mockingbird, Aunt Alexandra and Mrs. Dubose question Atticus's behavior as a parent and suggest that he lets his children "run wild." Think carefully about the events in Part I of the novel and state your viewpoint on the following issue:

In To Kill a Mockingbird, Atticus is or is not characterized as a good parent.

Then write five specific examples or details from the novel that support your viewpoint.

THEN Peer editors...

1. For each paper, identify any statements that you believe are incorrect or do not support he student's viewpoint. Explain the problems you find.
2. Give feedback on which statements preset specific evidence. Explain the resons for your choices.
   
3. Give feedback on which statements are NOT specific enough. Explain the reasons for your choices.
   
4. Select a paper that presents the viewpoint with which you agree. For that paper, rewrite each statement that is not specific enough so that it is a good, specific example.
5. Write two additional examples that provide good, specific evidence to support your conclusion about whether or not Atticus is characterized as a good parent.
   

Later, students are presented with evidence that could go either way: "Atticus says he threatened to ship Scout but has never actually hit her"--- After thinking about how each side could use evidence, write he warrant for each that explains how this evidence would support each side.

The authors also had opinnaires with value statements where students would have to agree/disagree.


Another great way for asking students to to search test is to do a strange quiz--- here are some sample questions...

CHACTER's favorite course in school would be... (list four options)
On a typical dates, CHARACTER would take his date (list for options)

Some of the questions can get deep... At a football game, character would a. be a quiet fan. b. sell peanuts. c. be quarterback. d. sit near the opposing side and harass the players.

Questions include favorite hobby, likely job, where he would live, who he would most admire, where he would take a vacation, what role at a wedding, what type of social gathering is best, favorite tv show/movie... some ideas that really make kids think (and make it nearly impossible to cheat via the internet, too!)