Article 6: Powerful Students, Powerful Words: Writing and Learning in a Poetry Workshop
Wiseman, Angela. "Powerful Students, Powerful Words: Writing and Learning in a Poetry Workshop." Literacy 45.2 (2011): 70-77. Print.
This article focuses on how students respond to a poetry workshop in an English classroom that is centered on teaching writing that is based on their knowledge from their various life experiences. The article follows a middle school urban classroom that used music lyrics and poetry in a weekly program all throughout the school year. It was found that the poetry workshops helped students to more actively be engaged, contribute to class discussions, and engage with critical ideas that were relevant to their personal lives. The use of poetry and lyrics in the class was to help connect students to literacy instruction instead of following the traditional ways of teaching literature.
Article 7: Beyond Story Grammar: Looking at Stories through Cultural Lenses
Urbach, Jennifer. "Beyond Story Grammar: Looking at Stories through Cultural Lenses." Education and Urban Society 44.4 (2012): 392-411. Print.
The article discusses how literacy is a socially constructed ideology. It is explained how literacy is merely broken down into standards, skill testing and reading. It was found that there is a huge cultural mismatch between the literacy and writing standards and the ‘literacy’ of minorities. The article highlights how different students with different backgrounds have different views on what is ‘good’ and ‘bad’ literature. Literacy is closely related to identity of the students. The article examines different discourse groups in order to help students engage with literature.
Article 8: Using Graphic Novels, Anime, and the Internet in an Urban High School
Frey, Nancy, and Douglas Fisher. "Using Graphic Novels, Anime, and the Internet in an Urban High School." English Journal 93.3 (2004): 19-25. Print
This article explains how when students struggle with literacy and writing, they are put into remedial English classes and spend countless days with paraprofessionals. While in these classes and with these people, these students basically work on basic skills i.e. decoding. The knowledge and skills that students already have are not typically used when helping these students learn. The article illustrates how teachers can use aspects of pop-culture (different forms of literacy that these students already have) in order to help them with the traditional forms of literacy. The study focused on graphic novels in order to address the multiple literacies that these students already have. The types of graphic novels chosen were typically 3 pages long and dealt with urban life. Students read these short stories dealing with urban life and then wrote their own short stories similar to the story they read. After doing this, teachers we able to look at their small pieces of writing and give them feedback. Students worked with different brainstorming and writing techniques.
Article 9: “There’s a Better Word”: Urban Youth Rewriting their Social Worlds through Poetry
Jocson, Korina M. ""There's a Better Word": Urban Youth Rewriting Their Social Worlds through Poetry." Journal of Adolescent & Adult Literacy 49.8 (2006): 700-07. Print.
This article highlights a program called Poetry for the People (P4P). This program was used to help urban students gain writing skills, confidence in learning, self awareness and social consciousness. The article demonstrates the use of P4P in order to increase the effectiveness of writing in and out of schools. P4P uses poetry as a form of political and artistic empowerment. Similar to the other articles dealing with poetry and the urban youth, different forms of rap and hip hop are used to engage students and form connections. This technique includes weekly writing workshops dealing with student chosen poetry and some teacher chosen poetry.
Article 10: Promoting Academic Literacy with Urban Youth through Engaging Hip-Hop Culture
Morrell, Ernest, and Jeffrey M.R Duncan-Andrade. "Promoting Academic Literacy with Urban Youth through Engaging Hip-Hop Culture." English Journal 91.6 (2002): 88-93. Print.
The article began by making a connection of how minority teachers will shrink as the years go on while minority students will continue to increase. This causes a challenge for teachers because it makes it more difficult for teachers to be able to connect with certain students. It is important for these teachers to be able to develop meaningful relationships with their students. This article examines teachers at an urban high school in California and their attempts to use hip hop in order to connect to these students’ cultures and form meaningful relationships with them. The rap culture has a very large influence on students especially of the urban youth. The article argues how hip hop lyrics can be dissected into literature. They contain aspects of imagery, irony, tone, diction etc. They also contain themes, plots, motifs etc. This article emphasizes the use of hip hop texts and as bridge to bring students to the different aspects of traditional academic literature. Hip hop can be analyzed and critiqued by students. This can help them build confidence in their English classes. Each rap or hip hop text that was analyzed was also compared to a traditional text such as Shakespeare.
Wiseman, Angela. "Powerful Students, Powerful Words: Writing and Learning in a Poetry Workshop." Literacy 45.2 (2011): 70-77. Print.
This article focuses on how students respond to a poetry workshop in an English classroom that is centered on teaching writing that is based on their knowledge from their various life experiences. The article follows a middle school urban classroom that used music lyrics and poetry in a weekly program all throughout the school year. It was found that the poetry workshops helped students to more actively be engaged, contribute to class discussions, and engage with critical ideas that were relevant to their personal lives. The use of poetry and lyrics in the class was to help connect students to literacy instruction instead of following the traditional ways of teaching literature.
Article 7: Beyond Story Grammar: Looking at Stories through Cultural Lenses
Urbach, Jennifer. "Beyond Story Grammar: Looking at Stories through Cultural Lenses." Education and Urban Society 44.4 (2012): 392-411. Print.
The article discusses how literacy is a socially constructed ideology. It is explained how literacy is merely broken down into standards, skill testing and reading. It was found that there is a huge cultural mismatch between the literacy and writing standards and the ‘literacy’ of minorities. The article highlights how different students with different backgrounds have different views on what is ‘good’ and ‘bad’ literature. Literacy is closely related to identity of the students. The article examines different discourse groups in order to help students engage with literature.
Article 8: Using Graphic Novels, Anime, and the Internet in an Urban High School
Frey, Nancy, and Douglas Fisher. "Using Graphic Novels, Anime, and the Internet in an Urban High School." English Journal 93.3 (2004): 19-25. Print
This article explains how when students struggle with literacy and writing, they are put into remedial English classes and spend countless days with paraprofessionals. While in these classes and with these people, these students basically work on basic skills i.e. decoding. The knowledge and skills that students already have are not typically used when helping these students learn. The article illustrates how teachers can use aspects of pop-culture (different forms of literacy that these students already have) in order to help them with the traditional forms of literacy. The study focused on graphic novels in order to address the multiple literacies that these students already have. The types of graphic novels chosen were typically 3 pages long and dealt with urban life. Students read these short stories dealing with urban life and then wrote their own short stories similar to the story they read. After doing this, teachers we able to look at their small pieces of writing and give them feedback. Students worked with different brainstorming and writing techniques.
Article 9: “There’s a Better Word”: Urban Youth Rewriting their Social Worlds through Poetry
Jocson, Korina M. ""There's a Better Word": Urban Youth Rewriting Their Social Worlds through Poetry." Journal of Adolescent & Adult Literacy 49.8 (2006): 700-07. Print.
This article highlights a program called Poetry for the People (P4P). This program was used to help urban students gain writing skills, confidence in learning, self awareness and social consciousness. The article demonstrates the use of P4P in order to increase the effectiveness of writing in and out of schools. P4P uses poetry as a form of political and artistic empowerment. Similar to the other articles dealing with poetry and the urban youth, different forms of rap and hip hop are used to engage students and form connections. This technique includes weekly writing workshops dealing with student chosen poetry and some teacher chosen poetry.
Article 10: Promoting Academic Literacy with Urban Youth through Engaging Hip-Hop Culture
Morrell, Ernest, and Jeffrey M.R Duncan-Andrade. "Promoting Academic Literacy with Urban Youth through Engaging Hip-Hop Culture." English Journal 91.6 (2002): 88-93. Print.
The article began by making a connection of how minority teachers will shrink as the years go on while minority students will continue to increase. This causes a challenge for teachers because it makes it more difficult for teachers to be able to connect with certain students. It is important for these teachers to be able to develop meaningful relationships with their students. This article examines teachers at an urban high school in California and their attempts to use hip hop in order to connect to these students’ cultures and form meaningful relationships with them. The rap culture has a very large influence on students especially of the urban youth. The article argues how hip hop lyrics can be dissected into literature. They contain aspects of imagery, irony, tone, diction etc. They also contain themes, plots, motifs etc. This article emphasizes the use of hip hop texts and as bridge to bring students to the different aspects of traditional academic literature. Hip hop can be analyzed and critiqued by students. This can help them build confidence in their English classes. Each rap or hip hop text that was analyzed was also compared to a traditional text such as Shakespeare.
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