The "untaught sallies" of a Mom/English Teacher

This blog chronicles my random thoughts and interests. I use it as a place to publish my writing and share my thoughts with others. I hope you enjoy it; although, the content might be extremely boring for some!

Right now, I am focusing on the reading I am doing this year. There are SPOILERS in the entries for each book! Please do not read my responses if you are going to be upset by the spoilers!
Showing posts with label nonfiction. Show all posts
Showing posts with label nonfiction. Show all posts

Wednesday, August 5, 2009

The Ethics of Authenticity

What an amazing book! Written by Canadian Charles Taylor, this book changed the way I look at modernism, individualism, economics, and politics. Taylor is truly an advocate of a Buddha-like middle ground where we acknowledge the struggles that go on around us without feeling elation at the loss of power on one side or despair at our own idealogical losses. Brilliant! I'm back to longer posts now, so please excuse the tome, but I have to remember this for class.

Taylor begins his argument by defining three "malaises" that have gripped us concerning the onset and subsequent success of modernity. These three malaises are interrelated and overlapping, but for the sake of clarity, they are:
1. Individualism that slides into a narcissistic outlook on life.
2. The primacy of instrumental reason that promotes the most efficient and economical means as leading to the best ends.
3. A lack of participation in government resulting from a focus on individual contentment that allows the government to become a tutelary power over which the citizens have no control.
According to Taylor, the way to combat these malaises is to rediscover the moral sources from which these ideas come and work toward the moral ideal without getting caught up in the ears surrounding both sides of each argument. And each argument does have two sides!

Just as a side note, I wonder if the casual drop of "ends" and "means" is meant to remind us of Machiavelli who is most often misquoted as saying, "The ends justify the means." Regardless of whether or not Machiavelli actually says this (he doesn't), his book The Prince does support an outlook in which whatever means one uses to reach a good goal are thereby justified as good because the goal is good. This is an obviously controversial argument, but my concern here is how it can be used to explain the problems with instrumental reason. If for Machiavelli, the goal was of primary significance; then for instrumental reason, the means are of primary significance. However, instead of being a much more moral philosophy, this has degraded into a system in which the most efficient means lead to the best result: there is no justification for doing something the hard way, even if the end result is a higher quality product. This is at the extreme of course.

Friday, July 24, 2009

Teaching Adolescent Writers



Another book by Kelly Gallagher. I'm using this one to plan my lessons for ENG 080 and 090, which start in a couple of weeks.

Saturday, April 25, 2009

J.R.R. Tolkien: A Biography

An April post! I'm so excited! I was getting so worried! Now I just need to clean up the mess I left behind last month and then I can write all about what I learned about Ronald Tolkien! :)
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Okay, so maybe I can't clean up March as efficiently as I thought I could, so I better write about what's fresh in my mind while it is. I haven't finished a biography since I was in grade school, and I was under the impression that I found the genre rather dry over all. I have a biography of George Washington on CD in my car, but I just couldn't get through it. The long drives to North Carolina and fro necessitate books that catch my interest entirely or else the voices of the actors just lull me into a generally sleepy state. So, I listen to Harry Potter usually. I LOVE Harry Potter, but I digress. I didn't find Tolkien's biography boring at all, and it might be because it's not godawful long. Humphrey Carpenter kept it together well, only giving us the basic sense rather than the full picture of each day, month, or year. At only 260 pages, it was really quite manageable. I even felt myself completely pulled into the latter sections, feeling deep anxiety over his publication woes and his concerns over his ability to finish his great work The Silmarillion.
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The deal with Tolkien is that, as a man, he reminds me very much of men that I respect but could never be. He reminds me of my grandfather and especially of one of my professors at Appalachian: one Captain McGowan. Tolkien was born in South Africa (a fact I knew not at all when I wrote my thesis about LOTR last year), and he was orphaned by age thirteen. His father (Arthur Reuel Tolkien) died in South Africa while his mother (Mabel Suffield) and the two brothers (Ronald and Hilary) were visiting England. Tolkien was five. The small family stayed with his mother's family until she decided to get lodgings of her own. She also made the decision to severely displease her Anglican family by converting to the Catholic faith. A widow, with not much income, she risked a great deal by following her heart and allowing her family to disown her. Rather than feel resentful of the position of she had put him and his brother in, Tolkien always idolized her for this choice. Tolkien's devotion to Catholicism was part religious fervor but also a large part respect for his dead mother. She died only a few years later, but Tolkien's ties to the Catholic Church were strong by this time.
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A priest, Father Francis, took responsibility for their guardianship so that the Suffield's would not keep the children from going to mass. He moved them around to various lodgings, but while in one of them Tolkien met Edith Bratt, a woman three years his senior who was also orphaned and living in an other's home. They were very close, and at the young age of nineteen, Tolkien had already decided he was going to marry this woman. Father Francis, when he heard about the blossoming romance, moved Tolkien and forbade him from seeing Edith until he turned twenty-one. Tolkien obeyed, but he kept his love for her alive in journals for three years - the same first three years he was at Oxford. When the separation was concluded, he found her and proposed. Edith, though engaged to someone else, accepted. Unfortunately Edith was Anglican too, and Tolkien insisted that she convert even though she too would be without support until their marriage. Honestly, I thought this was rather cruel of him. She did it. They were married during the war, where Tolkien contracted trench fever. He didn't serve for long, but he served as an officer and a signal specialist, losing several of his closest friends in the process.
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I'm being too feminine here though. Many other things happened in Tolkien's life as well. He became an expert in Philology. He invented a number of languages from remaining fragments in Finnish, Welsh, and others. He was an expert in Anglo Saxon, Middle English, and Icelandic. He formed a few societies with male friends. His homo social relationships were extremely important to him, and as the war took many of his friends from his first society, the second group of men were increasingly important in his life. He was dear friends with C.S. Lewis (Jack) and Charles Williams, but their relationships were not without conflict. While he was a successful professor and often an administrator of various sorts at Oxford, his life's work was in creating a mythology for England, which was to remain unfinished at his death (The Silmarillion).
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He wrote stories for his children as a lark, and The Hobbit was penned in the same vein. It was accidental success for Tolkien. He spent a good deal of time trying to figure out what the sequel would be at the demands of his publishers. Thus The Lord of the Rings was born. He started out trying to write another hobbit story but ended up with some mix of his original children's tale (The Hobbit) and his great mythology. It took him sixteen years to write, and the resulting fame never settled with him well. He and Edith had four children, only one of whom followed in Tolkien's footsteps. Christopher Tolkien, who many Tolkien fans know of as he has control of the rights for all his work, entered Oxford as his father was getting ready to retire. One of his other sons was a priest; the other a teacher. His daughter studied as well but not with the enthusiasm of Christopher. His legacy was left in Christopher's hands.
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While I deeply appreciated the knowledge that Tolkien's perfectionism got in the way of his work and his works to a long time to gestate (both facts which bring me hope at the ripe age of twenty-seven that I may still create something of lasting value), the real object lesson in this biography was Tolkien's wife Edith. I almost cried when I read the lines:
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"'What were the women doing meanwhile? How should I know? I am a man and never spied on the mysteries of the Bona Dea.' So writes C.S. Lewis in The Four Loves while speculating on the history of male friendship. This is the inevitable corollary of a life that centres on the company of men, and on groups such as the Inklings: women got left out of it." (156)
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As a woman, a mother, and an intellectual, the thought that doors are closed in these societies simply because I am such makes it difficult to breath and my heart hurt. I have to continually remind myself that this is a different time, and I have support that these other women didn't have. But the real problem for Edith was that she didn't finish her education. She knew little of her husband's work, and though she was the inspiration for one of his more romantic poems, she couldn't discuss the minutia of philology with him, nor could she help him prepare his lectures or discuss anything other than family matters with him. God I hope this never happens to me. Of course, I always want to be studying my own work, creating my own lectures, engaging others in discussion myself, but I always want to be able to keep up with those around me at the very least. I don't want to be left out, sitting in the play room with the children while the men discuss the hottest topics of the night. The thought is downright painful.
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Not that I don't want to spend time with my children too. Maybe I'll get lucky, and my girls will be intellectuals too. :) That would be awesome!

Thursday, February 26, 2009

Deeper Reading: Comprehending Challenging Texts, 4-12

Touch Base Night at West Po High School is the equivalent of parent conferences speed-dating style. Parents stand in a line in front of their students' teachers and wait their turn for a five minute opportunity to discuss grades, behavior, and attendance. It's a testament to how ridiculous our society has become that many of the parents use the five minutes to haggle with the teachers over a few points here or a few points there. I have so few parents show up for Touch Base that I normally get to read or grade papers during the two hour conference marathon. I decided last night to use the 110 minutes to catch up on my professional development, so I finished reading Deeper Reading: Comprehending Challenging Texts, 4-12. This book is by Kelly Gallagher, an English Teacher celebrity! I saw him speak earlier this year, and it was truly humorous how much actual fawning took place around him.

That being said, the man does do everything. After reading his book, I know that he
  • Teaches high school English full time
  • Teaches at a primarily Latino school
  • Runs a faculty book club
  • coaches softball for this girls
  • reads voraciously on a variety of topics
  • writes books - at least three that i know of
  • gives presentations and workshops around the country

He is also apparently still successfully married, and this is a feat in and of itself. I can see why people admire him so much. He does seem like a totally regular guy though, and while I thought most of his ideas were stellar, I also found myself disagreeing with him from time to time (and I think that's healthy).

His book has 10 chapters in it, and it is not really a sequel to Reading Reasons, but it is definitely about teaching "challenging texts" as opposed to teaching people how to read. This is an important distinction. Almost all high school teachers are trained to help students access texts well above their grade level, but almost NONE of them are trained to help students learn to read. The course that I teach now is supposed to increase reading level, and I've found that I have no idea how to do that...hence reading this book. I plan to read others as well. If I choose to stay in this line of work, I will also probably want to take a few classes as well.

The first chapter, "Why Reading Is Like Baseball," is Gallagher's metaphor for deeper reading. He explains how many people know the basic rules of baseball, but they do not read the game on a sophisticated level. Since I am not a sports fan, I understood this analogy perfectly. Every time I have ever tried to talk sports with anyone who knew the sport, I have come up woefully lacking in knowledge. The second chapter outlines his method for teaching deeper reading, which includes focusing the reader, helping with effective first-draft reading, deepening comprehension through second-draft reading, making time for collaboration with peers, using metaphor to deepen comprehension, and leading students to meaningful reflection. Each of the next six chapters takes one of those topics and goes into it more deeply. In the interest of space and time, I'm just going to share some of the ideas that were most enlightening to me.

Saturday, February 21, 2009

Cracking the GRE Literature Subject Test

To be fair, I should mention (even though there's a picture) that this book is by The Princeton Review people. :)

I ordered this book yesterday after registering earlier in the week for the April 4th test. I read the entirety of the book, but I did not take the practice exam yet, as reading the book took most of the day (I have a lot of distractions at my place). It was very interesting. I've never used a book to help me study for a test before, and this one really confirmed my suspicions that these books put a lot of emphasis on test taking strategies rather than learning content. However, when one is faced with the whole of Western literature from Beowulf on...

The book is divided into five parts. I read the first three today. The fourth is the practice test, and the fifth is the answer key with explanations. I will take those tomorrow (when I'm fresh--haha), and I'll edit the blog if my opinions change drastically.

I learned in the first part "The Big Picture" that the GRE Literature in English Subject Test is actually designed for students just finishing their undergraduate degree in English. This should be a comforting fact for me, given the fact that I have just finished my Masters degree, but I can't help but feel that there were entire periods of English Literature that I avoided all together. And this is true, but I didn't realize which ones until the third part, so I'll save it. Over all, the test has three types of question (all multiple choice--good news for me as I am not a good writer on tests---maybe I'm never a good writer, but whatever). Only a very few questions are not attached to a passage and are merely identification. There is some grammar on the test, but it's minimal and easy. The three types of questions are standard form, variations on standard form, and super process of elimination questions. It's nice to think of the format that way, as it demystifies the process for people like me who tend to make things harder than they really are.

The second part "Cracking the System" explains how the test is scored. Only 78% of the questions need to be answered correctly to score in the 90th percentile, for example. It also explains their "two pass"system, which involves going through the test at least twice. This second section also emphasizes the limitations the test makers have for creating a test that should conceivably cover what most undergraduates should have learned. Obviously impossible. Anyone who has worked in an English department knows that politics and factions abound, and that they have their effects on reading lists.

The third part contained the actual reading lists. They have an A list, a B list, and a C list. Thankfully I was at least mostly familiar with all the works on all the lists; however, this is where I found my gaps immediately. I know almost nothing about Victorian Literature. Everything after Milton and prior to the Romantics is a big gap for me. It's a mess. I have a lot of surface level reading to do before I go to Winston for the test in six weeks.

I found the summaries of the books I had read to be entertaining. Fun refreshers is what I will call them. I also found the summaries of books I had not read to be very enlightening: I have been reading Pope wrong for YEARS. Haha. Anyway, I will definitely edit to explain how helpful the book was after I take the test and receive my scores. Scores that I hopefully will not need, but alas, that's a blog for another day....

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I took the practice test, and (not that I'm likely to forget this humiliating score) I thought I would post before I forget. I got 83 out of 230 questions wrong! My raw score was 126.25, and my scale score was a 530 (YIKES!). This puts me in the 45th percentile. So, I am dejected, obviously. I am going to try to study for the next six weeks, and this blog will probably turn into a GRE Subject Test review :(. However, if I am not doing considerably better by the end of it, I'll call in sick on test day and choose a new career :).

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Just an update: I did not do much other studying for this test, and I scored in the 81st percentile. :)