ENG 4800 Reflection

I was a little unsure about this class and how it would be. I was pleasantly surprised about how much I actually learned. I wasn't used to a paperless class and wasn't suer how much I liked it. I turns out that I really enjoyed it. I especially enjoyed the blogs. I think this is a great tool and can't wait to incorporate it into my classroom. Another aspect that I was ended up enjoying was the books. Webb's Literature and Lives was an amazing book that I will keep and definitely use in the future. Especially, after this class, I realized how important incorporating technology into the classroom is. It was very interesting to see how much I learned about literary theories as well. Not only did I learn a lot about them but I am happy about how much I learned to incorporate them into the classroom. It was good to actually get something out of a class, because I feel that everything that we learned is extremely applicable to our future in teaching, which is a pleasant surprise. Something else that I throughouly enjoyed were the discussions that we got into. I felt that they were very beneficial and talked about great analytical themes and things that will definitely benefit me in the future. Thanks Todd for a great class!

Deconstruction

My Papa's Waltz

By:Theodore Roethke

The whiskey on your breath

Could make a small boy dizzy;

But I hung on like death:

Such waltzing was not easy.

We romped until the pans

Slid from the kitchen shelf;

My mother’s countenance

Could not unfrown itself.

The hand that held my wrist

Was battered on one knuckle;

At every step you missed

My right ear scraped a buckle.

You beat time on my head

With a palm caked hard by dirt,

Then waltzed me off to bed

Still clinging to your shirt

Starting to deconstruct this poem, the first thing that I feel I need to express is the fact of the title. Regarding the waltz, a graceful and beautiful dance. Relating it to a drunken battle between a father and child adds a certain edge and impact to the poem. Through this poem, it is inherihant that men are aggressive. This stereotype of men being a drunk and violent is very apparent. There is a distinction between man vs child and man vs wife in this poem. Man always ends up on top, and in control. This distinction is seen throughout society. By reversing the opposition, one could say that without having background knowledge of the waltz, this drunken play of events would not have been described the same. Without women being known as submissive and weak in society, the man would not have been the violent typical drunk man. A violent drunken father cannot exist with out a peaceful sober one. I realize now, that maybe I did not pick the best poem to deconstruct but I feel like I made some progress on the understanding of deconstrution.

The Giver Review

I surprisingly enjoyed this lesson. I remembered learning this in about book in I believe it was eighth grade. I just remember learning about basic plot and character development. The initial activity about the definition of perfect and exploring what a perfect society would look like was very good way to look at theme at it deductively. Another part that I really enjoyed about the lesson was when we got to act out a certain scene. That really helps the student visualize what exactly is going on. This is especially true in the scene when Jonah received his first memory. It was very interesting to actually see it played out and see the giver press his hands up again Jonah's back. I also enjoyed the different discussions that played out through the lesson, especially the ones including comparing Jonah to Jesus, the feminism lens applied to the text as well as talking about why the book is sometimes banned and if we ourselves would teach it. The culminating activity has always been an activity that I'm a fan of. It was also interesting to see an actual ending that someone made on YouTube. I definitely enjoyed reading this a lot more than I did in middle school. I got so much more out of it this time.

Text Overviews

You Gotta BE the Book- Jeffery D Wilhelm

I believe that this is a good introductory text for ENG 4800. Although, I don’t think that it is needed to read every chapter. There are some very helpful parts while others weren’t as important. Some chapters could have been taken out. Some of these include chapter one and two. Each chapter is very long and although some parts of the chapter are much needed, several pages are not needed and boring. There will definitely be parts of the book that I will be able to use when I become a teacher. Most of the parts would be some of the activities mentioned. This book would come second out of three in my opinion.

Critical Encounters in High School English- Arthur N Applebee

This is a good text for ENG 4800. Although I found it impersonal and at times dry, it did have very important examples and themes. Mostly every chapter has its important parts although some of the details are unnecessary. There are some activities that I will be able to use in the classroom. The only real complaint I have is that it can become very dry. I liked when we took some of the activities from the book and did them in class. I would say to do more book-to-classroom activities. Although it isn’t the same exact thing, it gives the students a look into how the activities would play out.

Literature and Lives- Allen Webb

I believe that this is a great text for ENG 4800. I would not change how the text was used in class. I believe that all the chapters were needed. I will DEFINITELY be able to use this book as a resource for my future classroom. This was my favorite book out of three used in class. The stories that were used to open each chapter were very personal and important. The best thing about the book, which I believe are the different texts that he gives at the end of each chapter. I will definitely use this book, over and over I think. Webb made this my favorite book because he was very concise and I felt as if he was directly talking to me. Also, a part of the book that I admire is how there was no part of the book that seemed to be a page filler. Before reading the book, I thought that we were reading it only because of the fact that he was a professor at Western, but I know understand how great and useful of a book it really is.

Webb, Chapter 7

When regarding the book I, Rigoberta Menchu, I believe that books like this are what really connects and intrigues students. Unknown cultures and lifestyles are very interesting and peculiar. I like the idea of this piece of literature being a "testimonial". I immediately thought of the tesimonial of Olaudah Equiano. I believe that testimonials are great pieces of literature to use in classrooms. Webb does make a good point when he says that sometimes testimonials, such as the ones he discusses can be complicated due to making it seem that that testimonial is the only view of a certain situation or culture, but I believe that its the teachers responsibility to not make it this way. To take a culture or certain situation and present many different views and testimonials to present the students with various views. Let the students soak in what they have read and let them come up with their own opinions. Poststructuralism seems to be a very interesting theory that I do not have much experience with. I like how it steps out of the normal closed system and uses comparisons in order to find different patterns or "discourses" as Webb explains. Postmodernism seems to be a good thing to explore. It is good to "invite different voices" when analyzing testimonials. Although this seems like a good theory to play with, I might lean towards the fact that other theories are more important to teach. I would also have to say the same thing of deconstructionism. It seems a little to complex. Maybe if more light was shed on it, it could be made more vital.

Group Reflection- The Bell Jar

Overall I think our presentation went great. Lauren started off with a good introduction. Although there were some minor technical difficulties, the video was a great way to give some background on Sylvia Plath. This video and introduction was also a great sedge way into my biography of Sylvia. I believe my section went pretty well. I could have had better question prompts regarding the discussion on "Daddy". Also, if I were to have done this activity in a real classroom, I would have had the student's write down their reactions and responses to the poem and to some questions I would have prompted them with earlier. Tia's segment on the theories went very well. I thought the activity she did on the board to get the students thinking about stereotypes in the 50's regarding each gender was very inspiring. I would definitely steal her "lens" idea when analyzing different texts. I believe that literary theory was a vital part of studying the book. The two she taught about were very suitable. Sara's activity was well taught and I could definitely see myself using it in my classroom. It is very hands on and fun. Symbolism was a great element to dissect in regards to the book. This is also a good activity to use in the classroom because of the fact that it can be made into classroom decorations as well. Rachel's lesson was a great way to conclude the book. It gave the students a chance to take what they've learned and merge it with their imagination when regarding the make your own ending aspect. This also incorporates best practice writing by having a real audience to write for. A real audience is a very important element when writing about literature. Overall, it went well and I learned an immense amount.

Webb, Chapter 4

Literature and Lives, this book just seems more down to earth and applicable. I enjoy how Webb starts off each chapter with a very interesting story. Multicultural studies is a big part of what I believe in when it comes to successful curriculum. Although, I do believe that it is good to still have some of the "old dead white men" apart of the curriculum, it is a necessity, especially in today's society to have several differnt cultures and races incorporated into today's education. I take in strongly what Joseph Bruchac says about teachers needing to know when to treat literature with a certain respect. Last year, I met Bruchac and could'nt agree more with not only his views when it comes to Native American literature, but his view applies to all multicultural literature.
I believe that this is why so many teachers stray away from multicultural studies. This is because of the fact that they do not feel comfortable teaching something that they do not know enough about. Media studies is also something that I wish I would have studied a lot more in high school. Media plays such a large role in society, students need to be exposed to this study. Once again, I believe that the readings that Webb gives in the back are such a great help.

Appleman, Chapter 7

Martha has some very good ideas and practices that she puts into place throughout the chapter. She steers somewhat away from the curriculum, which is admirable, but seems a little out of reach. It was very interesting to read how Martha no loner arrannged chronologically but through a series of "inventive multigenre units". I still find it shocking that only recently have high school teachers started to teach literary theory. Although, I don't believe that there needs to be some heavy emphasis on literary theories, but some emphasis, I believe is needed, at least something of an introduction.
An idea that O loved about this chapter was the fact of teacher reflection. This idea is something that all teachers need to take seriously. Teachers need to continually update and reflect on their teaching along with what they are teaching. Even if the curriculum is one that you don't agree with, secondary sources and innovative ways of teaching it should be incorporated. Thankfully in Martha's case, her long time absence gave her that new transformation that she needed. Too bad other teachers never get this kind of chance as well.

Appleman, Chapter 6

With every chapter I read, there is always one quote that usually sticks out to me. While reading this chapter, Barnet makes it clear when she says that deconstructionists "interrogate a text and they reveal what the authors were unaware of or thought they had kept safely out of sight." Appleman makes a very good point when he says that many people claim to "destruct" different problems and texts but they really don't unbuild or systematically unfold of what they claim to. Deconstrution gives students a chance to take what they read and learn to refocus and unveil the true meanings, layer by layer.
As far as making the deconstructive theory a main part in my classroom, I am somewhat unsure. I believe that it is good to make students uncomfortable at times, but I am unsure to whether indroducing them to the deconstructive theory is the best. On the other hand, this theory can be one of the most thought provoking. It is hard to choose, I go back and forth with this theory. It is hard to really get a good grasp on this theory through this book. I find it somewhat dry and not very interesting. I learn a lot better from Dr. Webb's book.

Appleman, Chapter 5

I believe that Appleman sums up the entire chapter with one quote, "As with Marxism, the point with feminist theory, of course, isn't to transform unsuspecting and largely apolitical high school students into feminists; the point is to help adolescent readers read texts and worlds more carefully as they become aware of the ideologies within which both are described." It is a necessity that students know this idea that they aren't being trained to conform to a certain idea or theory but to just open their minds to different kinds of writing and perspectives that are understood through reading a text in a certain way. The exercise that Martha did with her students regarding the character Gertrude and Ophelia in the play "Hamlet" were very interesting. I feel that she did get her students to understand the theory and wrote well thought out feminist statements. I have never read "A Room of One's Own" by Virginia Woolf, but it has now been mentioned in both books about how good of a book it is for dealing directly with feminist issues. Not only is it good to teach students about these different kinds of theories but it is vital for teachers to get the concept across that not only is it okay to disagree but it should be expected. These theories are different ways to look at literature, it is not an absolute meaning of the text that the students are reading.

Webb, Chapter 3

Webb makes a very good point when he states that studying gender can be very intimidating at times. I, personally have never taken a Women's Studies class, but how Webb describes it, is exactly how I picture one to be. I never had even touched on the Feminist theory, until my third year here at Western. In my view, it is not only important to include women authors but to actually study how their lives and how their lives influences their writing. Throughout my education, I have read several texts written by women, but never have I actually analyzed a text using the feminist theory. Although, Webb used some very good texts, some of them I found to be dry. One of these texts was "A Jury of her Peers" by Susan Glaspell. I have read this play, and I found it to be very almost boring in a sense, maybe because it is how we analyzed or how we really didn't, but I can see how some of these texts would not relate to students very well. Studying gender and feminist theory brings a new light to studying texts in the classroom, it can be very controversial and can relate to students in many ways.
Teaching Gay and Lesbian studies can be very controversial. Although I believe it is very important to cover themes such as these, it must be done in a certain. I found the exercise that the teacher Tisha used for the "Am I blue?" was very controversial, yet had a very large impact on the students. It is hard to say what I would do in the position if a student had asked if I were gay. I understand why she would answer the way she did, but I also wonder if I would have said something like "No, I am not gay, but it is okay if I was" or something along those lines. I wonder what other people would say? That is a tough call in my eyes.

Teachers Conference

The teacher's conference addressed a very important topic in todays education, which is technology. Technology is such a vital topic in today's society. I believe that the key is to find the right balance of technology in the classroom. Too little and too much can be very easy to do. The key note speaker had very good examples of technology and how big it's influence it is in today's society. Two sessions that stuck out for me the most were the first one, which first year teaching was talked about. This session was interesting but not too informational. Most of the topics talked about were almost common sense. On the other hand, there were some good strategies talked about regarding obsacles the first year. One of these included dealing with a mentor teacher and finding a good one, if you were given one that does not exactly mesh well with you.
The second one that I found very interesting was the session on digital storytelling. Digital storytelling seems like a great way to incorporate technology into a curriculum. Although this seems like a great idea, there is always the problem of technology not working or being troublesome. I didn't get to see an actual working one, because of technical difficulties, but the idea still seems good as a whole. This was a good experience to explore new ideas and meet new people.

Appleman, Chapter 4

I found this chapter a little dry. It made some good points, but I feel that this chapter could have been more interesting if we didn't always have to relate Marxist theory with works such as Macbeth. Appleman makes the point that the cannon in today's education is rapidly growing and it is a necessity to teach background knowledge, including cultural and historical aspects. I agree with Appleman, one the fact that Marxist theory "places the study of literature in the context of important social questions. Literary theories in general are very intimidating. Out of all theories, Marxist was always the scariest for myself. To teach this theory, it has to be broken down and made very obvious what the goal and objectives are. I believe that using the exercise of the students stating which character they relate to through class could be very controversial. This is especially because in this case of suburban upper class, some of the students who are not upper class could make them socially outcasted, even if responses are kept between the teacher and student.
On the other hand, a part that I did like was when the class reflected on Marxist theory through the text and then through themselves. In the end, Marxist theory is a challenge to teach, but I believe it can be done and can be very beneficial.

Webb, Chapter 6

I found this chapter to be the most interesting out all all that we have read so far. The issue of race in the classroom is something that should not be overlooked. Huckleberry Finn has caused several objections to the teaching of this novel. After reading this chapter, it seems that this book although over taught, when taught correctly, can make strong cultural connections. It all depends on how it is taught and who it is taught to. Also, through reading this chapter i became very concernedwhen Webb mentions that this novel "remains the only one of the most taught works in high school to treat slavery, to attempt representing a Black dialect, and to have a signifcant role for an African American character. Something that also stuck out in my mind, was the fact that Webb jumps back and forth between using the word "Black" and "African American", I was wondering if there was a purpose for this. After reading the account of a biracial man's account of reading this book in high school, this made me wonder. I questioned my biracial roommate on if she read Huckleberry Finn, and if so how the "n-word" was addressed and how reading this book in class made her feel. She explained how she knew her teacher very well, and knew that this specific teacher would never use this word personally. She also expressed how important it was to her that her teacher, before reading the book that the book did have racist views and the "n" word. The teacher made it clear that this word is unacceptable but still important when analyzing and reading the text. My roommate went on to say that if certain other teachers would have taught this book and used the word, it would have then made her feel uncomfortable. She was one of five students in her school that had an African American descent.
Another interesting point that I noticed while reading this chapter that the subject of race is very prominent in Mark Twain books. Injun Joe is another character that should be talked about when regarding classic American literature.

Webb, Chapter 2

Once again, I enjoyed Webb's straight forward approaches. Teaching about homelessness is a great cultural perspective to take when reading different texts. I agree with Webb when he points out that drawing on cultural studies is a "vital dialogue begins to emerge between issues in the world and the experiences and knowledge that my students were bringing to class." It gives the students an interesting goal to keep reaching for through reading. Students are sick of doing the usual plot, setting, character development analyzations. Focusing on a topic like homelessness gives the students meaning to their anlayzations. Also, as Webb says, his students also got to learn about stereotyping and how the two connect, this gives the students a chance to learn a wide range of topics in relation to their readings.
A topic such as homelessness can effect all different kinds of areas, as Webb points out in the begining of the chapter. Especially with teaching in more of the urban areas, students could be faced with homelessness everyday. With important controversial topics such as homelessness, it is easy for many different other topics to stem from this. Again as Webb points out that his students went further and from then followed the news and continues to be homeless advocates.

Webb, Chapter 5

First of all, I am so happy Webb wrote a chapter about how we can bring cultural studies to teaching Shakespeare. This chapter also made it clear how important it is for the teacher to be enthusiastic and keep an open mind when it comes to teaching not only literature, but teaching old dead white men literature. Like Webb has suggested, comparing a range of historical texts and materials with Shakespeare's plays opens up cultural studies possibilities. Making connections is the key to real understanding, especially connections between literature and history, this incorporates a real understanding of what is being taught. Developing cultural studies can make students use many different kinds of out of the ordinary assignments, such as role playing or persona writing. It is also very helpful when Webb describes each theory in detail at the end of each chapter.
The best part about Webb's book is at the end of each chapter there is a large detailed list of resources. I can really see myself in the future using this book to look for ideas for when I teach.

Webb, Chapter 1

From what I gathered from Chapter one, one of the most important factors that I saw that Webb implemented was using real audiences for his students assignments. He did this when he gave the assignment to write letters to Mr. Wiesel, who is the author of Night. What I really found interesting throughout the whole chapter was how his class didn't address literary genres or teminology, they focused on the bigger idea and understood the bigger picture. Although I enjoyed how Webb made his reading assignment for a real audience, I was somewhat cynical in the beginning of this chapter. This is because I've seen so many great units on the Holocaust. I feel as if the Holocaust is one of the easiest units to make interesting. I do however believe that Webb's ideas were very well thought out and effective. Im glad that Webb went more in depth to many different themes and literature that could connect to them. Showing how effective reader response can be was very informative. Another aspect that Webb pointed out that I liked was how he pointed the negative and positive aspects of Reader Response. It was helpful to see the downfalls that it could have. I also enjoy how Webb writes to us on our level, it is very straightforward and understanding.

Appleman, Chapter 3

It makes a lot of sense when Appleman describes how reader response can be taught better by two things. One of these things is "teaching it more explicitly and also by teaching it as one of a variety of theoretical approaches rather than as the only possible approach. These two things are extremely important when regarding the ways to teach literary theory. Looking deeper into the reader-response theory, Appleman points out some good methods. One of which is not to pick out a poem that is very ambiguous but also to not tell the students what the title is. Whenever I read a poem, the title always sticks with me, I can never get it out of my head. This is a great way to get a great response. Reading the responses to the poem "Mushrooms" by Sylvia Plaith was amazing. There were so many great ideas to work with and build off of. Other practices that she demonstrates that I admired were incorporating Rosenblatt's reader response diagram. She then proceeded on to have them to respond to each of the three parts. It was very interesting to see the responses, especially when several of the students negatively identified themselves. I believe that I am a fan of reader response.

Appleman, Chapter 2

I cannot stress enough how important it is for teachers to encourage multiple perspectives. I cannot even remember how many times my teachers in the past have said that the meaning of a poem or short story has this one correct meaning. I like how Appleman stresses the fact that multiple meanings are key. She sums it up perfect when she explains how literary theory needs to be taught gently and with ease. I enjoyed reading about the four cases she pointed out. I believe that once students realize that there isn't one specific meaning to texts, they will open their critical lense and become more interested. A perfect example of this is when I was in my senior year of high school. I read the book "The True Story of Hansel and Gretel" by Louise Murphy. I had no idea that this simple childhood story had so much meaning especially being connected to a subject that I had a lot of interest in, being World War II.
It was very interesting to see how Appleman secretly observes and sees how her students theotrical journey is progressing. I believe that this a good method to achieve instead of habitually testing or quizzing all the time on theories.

Appleman, Chapter 1

First of all, I have always seen literary theories as somewhat of a pain. I have never really liked them and always perplexed me. I understand what Appleman means when he says that literary theories "provide students with a way of reading their world; the lenses provide a way of "seeing" differently and analytically that can help them read the culture of school as well as popular culture." I believe this is good for students, but students need to be taught in a new modern way. Multicultural literature is not only something that is becoming more popular but in my eyes, it needs to be a necessity. I believe that Wolf is right on when she says that literary theory helps give students a process to give a deeper and richer way of thinking about literary texts.
I am very interested to see how this book will not only portray different critical theories but answer questions such as, "What are the best ways to teach these theories?" or really go in depth of some of the leading ones.

Wilhelm, Chapter 6

Wilhelm does a very good job of observing and trying to understand his students. He proves this once again through things such as his studying response. I believe this is vital to truly understand the students and know how to develop their skills to their fullest potential. A part of the chapter that really stood out to me was the section of using alternate texts as literature. In my pre-internship, my teacher used this method by providing different texts for the same story (Romeo and Juliet). I believe that the students reacted very well to this. I wish to do the same in my classroom. I believe that my favorite quote of this chapter, maybe even book, is when Wilhelm says that an "Educator is someone who creates learning environments and researches learning with the students". This is very important for a teacher to know. It is a neverending learning process.
Another great thing that Wilhelm does is define what literacy is. He defines literacy as " the ability to evoke, coneive of, express, receive, reflect on, share, evaluate and negotiate meanings, in the various forms that meanins may take." This definition is well said and makes perfect sense. His ideas in this book were very informational and well studied.

Wilhelm, Chapter 5

When Wilhelm explains seeing the visual possibility, it is easy to agree with him. When reading, students need to connect with the reading and really visualize what is going on to really comprehend the reading. Reading this chapter reminded me of my reading experiences in middle school. During this time, I was a reader like Ron. I knew what happened but it wasn't like I had lived it. I had to learn how to visualize what I was reading. He makes a very good point that teachers need to encourage students to experience and visualize wha they read, especially by drawing out scenes and ideas. Teachers need to help their students find and experience this "secondary world".
I believe as teachers, we underestimate illustrated books or novels. Especially teaching secondary education, it seems that if illustrations are involved then the reading is too elementary or not sophisticated enough. He comes up with very good projects such as picture mapping or illustrating books as well. Anothe part of the chapter that I enjoyed was how important it is to relate to the characters.

Wilhem, Chapter 4

Using drama to attract readers is a great method. Rosenblatt makes a good point when she says "the benefits of literature can emerge only from creative activity on the part of the reader himself." It is also vital to understandthat reading literature is not the reception of meaning, the the readers participation in a transaction with text that produces meaning. It is important to find material that can connect to the unencouraged reader. How can teachers ask students to relate and connect to things that they have not experienced?
Drama is a great method to do this because of the fact that it puts the reader inside the secondary world of a story, experiencing and elaborating upon it from within. It is easy for me to see how research agrees that highly engaged readers do read in a dramatic nature. He mentions good ways to pull in the reluctant reader, one of which is drama, and then creative activities such as visual art. Reluctant readers need to know that reading is more than just decoding. It is key to bring the reading to life in order to ger trye meaning,

Wilhelm, Chapter 1

The first thing that I thought of when reading this chapter, was my pre-internship. Most students absolutely hated to read. I just could not understand where these kids learned to loathe literature so much, but then I went back and through of my worst English teacher. After I did this, it all made sense. New Criticism is drilled into students head from the beginning of their literature careers. This theory, although a very good theory to know, it is not the only thing students’ needs to focus on when dealing with reading literature. Students need to know that they can interpret literature any way they want. There is not always one overall meaning to a piece of literature. Instead of the students interpreting the literature how they want then working from that, students are constantly trying to guess this certain meaning that the New Criticism theory points towards.Rosenblatt summed up my view very well when she defined "valid reading". It must be two things, one being that the interpretation is not contradicted by any element of the text and that nothing is projected for which there is no verbal basis.I was very interested in the bottom up approach that had the idea that "once students have understood and mastered, the sub skills of reading, they can apply these in context to decode letters and words." I agree with this approach to a point. I wouldn't want the students to believe that this is the final step of reading. Yes, this is a great way to learn how to decode, but I would want my students to make sure they know that decoding is NOT reading. Many students believe that since they can decode very well, they are very good readers. I hope to steer away from just mere decoding in my classroom.

Wilhelm, Chapter 2

The first thing that really stood out to me when reading this chapter was not only the section on valid reading but also the part about really doing research about the students' reading activities. It is a necessity to understand where your students are coming from. The methods that he mentioned seemed like great ways to gain a look into the students. Some of the methods that really caught my eye were the interviews, literary letters and think alouds. Although, I have not done a think aloud actually in the classroom, I have had experience with them and think they are great tools for reading.When Wilhelm chose the case study, he chose two girls and one boy. I believe by doing this he got a good range of students. There is always a stereotypical view that the only students who read get straight A's or are nerds. This meant a lot to me, because I was one of those students. I loved to read but didn't get the best grades. He did a great job of researching diverse students, that way he can learn how to reach all of his students instead of just some. I plan on doing some of the same research with my students. This also was refreshing because it is good to know that students love reading as much as Cora, Ron and Joanne do.

Wilhelm, Chapter 3

The three criteria for any classroom research method are great guidelines to follow when getting to know your students reading methods. One of the certain methods that I hope to put into action is the teacher journal. I believe that writing down observations, assessments, conversations or just memories of students is a great method. Once again, I also highly agree with the think alouds. This method is a great way to model good ways of reading. Another good method that he points out is the symbolic story representation. This is a well planned interactive way to get students involved in the literature. This method brings in arts and crafts and can make reading fun.The ten dimensions that Wilhelm explains in chapter three are very well researched. They are broken down into Evocative dimensions, connective dimensions, and reflective dimensions. I believe that the most interesting dimension is the connective dimension. For me, this is the most exciting. It shows how the students really not only understand, but that they can demonstrate what they have learned. These dimensions break down each part of the reading process. This helps teachers understand where students are coming from and the steps they go through.