Comments on: Critical Theory in the Secondary Classroom http://msscarbary.edublogs.org/2006/09/05/critical-theory-in-the-secondary-classroom/ I write to find out what I'm talking about. - Edward Albee Tue, 05 Dec 2006 19:25:10 -0500 http://wordpress.org/?v=2.8.2 hourly 1 By: Angela http://msscarbary.edublogs.org/2006/09/05/critical-theory-in-the-secondary-classroom/comment-page-1/#comment-66 Angela Tue, 05 Dec 2006 19:09:23 +0000 http://msscarbary.edublogs.org/2006/09/05/critical-theory-in-the-secondary-classroom/#comment-66 Mandy, I agree with you. I didn't encounter the terms associated with literary theory until I was well into college. I think it would have helped me a great deal to know that I did indeed already have some experience with such analysis. As a teacher, I am also going to give my students a name for the kind of analysis they are doing. Angela Mandy,
I agree with you. I didn’t encounter the terms associated with literary theory until I was well into college. I think it would have helped me a great deal to know that I did indeed already have some experience with such analysis. As a teacher, I am also going to give my students a name for the kind of analysis they are doing.

Angela

]]> By: Candice http://msscarbary.edublogs.org/2006/09/05/critical-theory-in-the-secondary-classroom/comment-page-1/#comment-61 Candice Thu, 30 Nov 2006 01:40:41 +0000 http://msscarbary.edublogs.org/2006/09/05/critical-theory-in-the-secondary-classroom/#comment-61 Once upon a time I felt the same. I still use the terms, but they are so far above my students' heads sometimes that I feel hopelessly banished to basic English. I'm getting a little less intelligent everyday. I want to be able to have wonderful discussions about theory, and stir up a little controversy (did I spell that correctly. See, dumbing down.) I want my kids to discuss with me, not wait for me to tell them what to know (for those that listen; those that don't talk amongst themselves.) So, obviously my class management is pretty bad, but darn it I want to teach the good stuff. Is it too late? Once upon a time I felt the same. I still use the terms, but they are so far above my students’ heads sometimes that I feel hopelessly banished to basic English. I’m getting a little less intelligent everyday. I want to be able to have wonderful discussions about theory, and stir up a little controversy (did I spell that correctly. See, dumbing down.) I want my kids to discuss with me, not wait for me to tell them what to know (for those that listen; those that don’t talk amongst themselves.) So, obviously my class management is pretty bad, but darn it I want to teach the good stuff. Is it too late?

]]> By: Kelly http://msscarbary.edublogs.org/2006/09/05/critical-theory-in-the-secondary-classroom/comment-page-1/#comment-3 Kelly Wed, 20 Sep 2006 23:23:08 +0000 http://msscarbary.edublogs.org/2006/09/05/critical-theory-in-the-secondary-classroom/#comment-3 test test

]]> By: cindylouwho http://msscarbary.edublogs.org/2006/09/05/critical-theory-in-the-secondary-classroom/comment-page-1/#comment-2 cindylouwho Tue, 12 Sep 2006 23:26:27 +0000 http://msscarbary.edublogs.org/2006/09/05/critical-theory-in-the-secondary-classroom/#comment-2 Ms. Scarbary, Your certainty about and acceptance of Deborah Appleman’s challenge is enviable. Personally, I love delving into literary theory—I feel it truly enriches and deepens the reading experience—and I think sharing theory with students by naming the process has the potential of engaging students who might otherwise be less than enthusiastic about literature, but I have a few worries about putting this into practice. First, I fear that a struggling reader may be overwhelmed by the introduction to theory. Would we even approach the subject with such a reader, or will be reserve access to this information to the upper echelon of students? (Of course, we will be adapting our lessons for our particular classes of students, but does this include those for whom reading a novel is a struggle?) Second, (and this feeling developed from prior work experiences in training others) how do we as English teachers prevent ourselves from divulging too much—so much that our students become completely bogged down in terminology and minutiae? The last thing I want to do when my goal is to provide new insight into literature and language is to squelch that interest and curiosity. Perhaps Appleman addresses some of these issues in her writing. Have you any ideas about how you’ll implement the teaching of literary theory? Cynthia Ms. Scarbary,

Your certainty about and acceptance of Deborah Appleman’s challenge is enviable. Personally, I love delving into literary theory—I feel it truly enriches and deepens the reading experience—and I think sharing theory with students by naming the process has the potential of engaging students who might otherwise be less than enthusiastic about literature, but I have a few worries about putting this into practice. First, I fear that a struggling reader may be overwhelmed by the introduction to theory. Would we even approach the subject with such a reader, or will be reserve access to this information to the upper echelon of students? (Of course, we will be adapting our lessons for our particular classes of students, but does this include those for whom reading a novel is a struggle?) Second, (and this feeling developed from prior work experiences in training others) how do we as English teachers prevent ourselves from divulging too much—so much that our students become completely bogged down in terminology and minutiae? The last thing I want to do when my goal is to provide new insight into literature and language is to squelch that interest and curiosity. Perhaps Appleman addresses some of these issues in her writing. Have you any ideas about how you’ll implement the teaching of literary theory?

Cynthia

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