On more than a few occasions over the years I have had conversations with my high school English department colleagues, lamenting about the future of our academic discipline of high school English and often questioning if high school students see values in reading, literature, composition, and logical argumentation. I often leave such conversations glum – not because I feel as though I’ve made a professional mistake by participating in this life-long endeavor that I love, but because my colleagues feel desolate. Too, I sometimes see signs among some of my students that our livelihood of English competes with other encroaching, self-centered interests. As we finish the semester, though, I have three hopeful take-aways from my junior English class: American Dreams and Voices. All are gifts for which I am grateful this year. Literature Helps Us Connect When I first began teaching high school literature, I was a pluralist. Borrowing heavily from ideas outlined in Critical Theory Since Plato (Adams), I ardently introduced students to lenses of feminism (Showalter), reader-response criticism (Fish), Colonialist criticism (Achebe), as well as archetypal & psychological frameworks. My approach? Academic and philosophical. As I continue teaching, these theories slowly fade to the edges of the classroom page, whose center now more prominently includes student experiences and the value of social justice in our world. Perhaps this shift is a direct result of teaching in a Jesuit high school, where caring for the whole student (cura personalis) and walking with the marginalized are foundational. Today, as we recover from the isolation and trauma because of Covid and living in a country bitterly divided socially, economically, and politically, literature – now more than ever – is our connector. Authors are humanists & social critics. When we have conversations around topics and themes of books we read and lives of literary characters in novels, novellas, and short stories, when we identify universal characteristics, flaws, consolations, and opportunities for growth, when students begin to see themselves in stories . . . these are a few of the values of literature that students begin to live – and hopefully they are hooks, encouraging students to continue to read. The habit of taking time to physically pick up a book and find a comfortable spot to critically read hopefully leads students to discover more about themselves and the complex world in which we live. What glorious gifts! Here are a few quotes from a recent batch of The Scarlet Letter essays, where students “got it,” where students made authentic and detailed connections between what they read and the important lives they lead. And where students began to reveal the importance of social justice.
In English class, literature is the vehicle for self-discovery and for the exploration of important issues of social justice. High School Essay Writing is Critical Thinking, Argumentation, & Communication During a recent conversation I had with students about our English class, one mentioned he thought our class focused heavily on the writing process. During high school, it is imperative that we learn and practice difficult skills: clarity and organization of our thoughts to uncover truths and clear, written composition.
This is tough stuff. We learn and practice writing in a rigorous and supportive English class environment that encourages a growth mindset. During the same conversation, another student complained, “You are too difficult of a grader.” But, despite the difficulty, students often rise to the occasion. For example, on this last batch of papers, 4 students earned “A paper status” – difficult to achieve. And it’s two more A’s than the previous essays. Growth! “A paper status” is the equivalent of being able to succeed in a college composition 101 and 102 class. That’s one of our goals in this class. Papers of students who earn A’s have specific qualities, as defined on my essay rubric:
I am consoled by students who work hard to earn A’s, but perhaps even more delighted with students who fall below satisfactory (C-level) – but who come to my office, unhappy with their essay grades. Uncomfortable. Recently, a few students having read my comments and having discussed their paper grades with me, were invited to (and accepted my invitation to) improve their essays for a replacement grade – invited into opportunities to practice grit and determination. On one student’s paper, I wrote, “Your quote must directly support what you assert in your topic sentence . . . and, your second quote must be explained thoroughly.” During such conversations about my written comments on their essays, students begin to understand the difficulty of writing and at the same time are invited to continue to practice these skills and get better – continuous quality improvement. Using the Skills We Learn, In Other Classes? The other day a student came into my office asking if I could help him with a paper . . . for his other class – Social Justice. His other class! After I paused because my heart jumped a few beats from excitement, we talked about his paper topic, his paper structure, and his closed thesis – all skills he is learning and practicing in English class. We also talked about the components of a coherent essay, including an effective introduction and quoting that supports the body paragraph topic sentences. Below is his thesis for the paper:
During the conversation, I reminded the student, “You have the content and skills to do this paper. We have practiced this in English class, remember? Now, just apply your skills to this other class.” When students see how the content and skills they use in our English class are applicable to other classes and the world, that’s a gift. #gratitude
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Pete MussoAssistant Principal, Curriculum & Instruction Archives
May 2022
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