Posts Tagged ‘reading responses’

Bookmakers

Sunday, July 25th, 2010

Bookmakers

Here’s a handmade response to “Reading Within Walls,” a chapter from Alberto Manguel’s A History of Reading.  In this chapter, Manguel briefly describes how segregated groups often develop literature of their own to establish their own identities in response to the dominant culture’s failure to offer up to them an accurate mirror of their experiences. 

“At least two different sorts of reading seem to take place within a segregated group.  In the first, the readers, like imaginative archeologists, burrow their way through the official literature in order to rescue from between the lines the presence of their fellow outcasts,…  In the second, the readers become writers, inventing for themselves new ways of telling stories in order to redeem on the page the everyday chronicles of their excluded lives…  There is perhaps a third category somewhere between these two….What George Eliot was describing was fiction, though written within the group, does little more than echo the official stereotypes and prejudices that led to the creation of the group in the first place” (233).

If readers are made by books, some writers attempt to remake readers with new books.

Lost His Tongue

Tuesday, July 13th, 2010

The Silent Readers 

Here is a drawing in response to “The Silent Readers” in Alberto Manguel’s A History of Reading.  In this chapter, Manguel recounts the change in reading habits from the earliest readers in our history who performed the text they encountered out loud to later readers who read silently.  This transformation in our thinking about what happens when we read (from vocalizing to internalized silent reading) doesn’t account for how many readers learn to read (by being read aloud to by parents and older siblings), but it does account for the troubles some readers encounter when they fail to “hear” what they are reading, left mute facing the silent page.

Reading Occasion Equation

Wednesday, July 7th, 2010

Reading Chapter 2 of Gallagher’s Readicide this afternoon, and this drawing popped into the ol’ gray bean.

Silent Sustained Reading

In this chapter, Gallagher argues that one of the best ways to promote lifelong reading habits is to offer students multiple occasions for SSR or sustained silent reading.  In other words, the classroom and curriculum must be organized to provide students with the books, the time, and the place to engage in extended periods of silent reading, a practice most likely unavailable to them elsewhere in their lives. 

I’ve accepted that many of my first-year students haven’t developed the time or place management skills to engage in the kind of study habits necessary for college success.  Therefore, I’ve used the SSR approach in my college literature classes and found some success.  This works especially well when I have taught on a MWF schedule, reserving the Friday class of 50 minutes for SSR.  In one case, I had students read Twain’s The Adventures of Huckleberry Finn, and in another, I asked students to select a novel from a list I developed and bring that book the class to read.  In each case, I also assigned short response papers, and asked students to apply the response strategies we had been practicing in class to these SSR novels. 

Extended periods of silent and focused reading is difficult for some at the beginning, but they soon allow themselves the attention these novels demand and deserve.

The Text is a Swing

Thursday, June 24th, 2010

Emailing with an old friend and colleague Tom this morning about teaching literature.  He continues to be an inspiration to my teaching because he introduced me to reader response theory and Louise Rosenblatt.  I told him that most students learn in school that reading is the search for the right answers from others, but from my point of view, reading is really the search for the self through others.  Then this image came to mind; that is, the freedom the author is offering up to the reader within the swing of the text.

The Point

Wednesday, June 23rd, 2010

Many students ask, “What’s the point of the story?”  The point of the story (and the point of reading) is ultimately always the reader.  That is, the gift we take from reading is another us.

Drought Droplet

Sunday, May 2nd, 2010

This student drawing from my American Lit class is in response to the beginning of chapter 14 of Kelton’s The Time It Never Rained: “Time was when an inch of rain would have brought fresh life, a greening to the land.  But there had been grass then, a spongy turf to soak up an hold the moisture, and live roots to draw sustenance from it.  Now the bare ground had nothing to soften the impact of the rain, to catch and drink up the water.  The first burst of precipitation wold pack and seal the topsoil.  The falling rain drops would strike hard and splash upward, brown with mud.”

Video Animation of “Chango”

Thursday, April 29th, 2010

In my American Literature class, I assigned a group project in which students were to create a video performance or animation of a poem we read in class or an excerpt from a play, short story, or novel.  This example is from Oscar Casares’ collection of short stories Brownsville; the story is “Chango.”

Portrait & Map Response to Kelton’s The Time It Never Rained

Wednesday, April 28th, 2010

“For a long time she remained motionless, listening.  She could hear him moving farther away, still calling her, alternately cajoling and then threatening, like a man afoot, trying to catch a horse that has gotten away from him” (194).

Don’t Fence Me In

Monday, April 26th, 2010

Students are reading Elmer Kelton’s The Time It Never Rained in my American literature class.  I’ve given them the option of responding to the assigned chapters for the day with a drawing.  Here’s one representing the main character, Charlie Flagg.

Drawing Drought

Friday, April 23rd, 2010

An excellent drawing today from a student in my American lit class responding to Elmer Kelton’s The Time It Never Rained.