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.