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Corbin, Bryan – English in Texas, 2019
Providing written commentary on essays to students in English has long been a challenge for instructors. With increasing numbers of students being placed in classrooms, it can be difficult to deliver an adequate amount of feedback without taxing too much of teachers' time. Consequently, the author wanted to know what feedback students valued most…
Descriptors: Essays, Preferences, Writing Evaluation, Feedback (Response)
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Alvarez, Steven – English in Texas, 2019
In this article, the author offers the example of a collegelevel writing course exploring Mexican foodways in the United States as a way to consider the "funds of knowledge" Latinx students, and all students, can use to explore communities. He argues that in a globally connected and multilingual world, the influence of foodways across…
Descriptors: Food, Literacy Education, Hispanic American Culture, Immigration
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Murray, Beth; Salas, Spencer – English in Texas, 2014
Using Jane Austen's "Sense and Sensibility" as an anchor text, the authors argue for applied theatre strategies as vivid and viable tools for exploring challenging texts and applying critical lenses in an embodied way. Readers are guided through a series of theatre-based, English-classroom accessible improvisational frameworks to help…
Descriptors: Creative Activities, Teaching Methods, Novels, English Literature
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King, Erin S. – English in Texas, 1995
Argues that a teacher wins or loses his or her students during the first few days of the year. Shows how an English teacher wins her students over by allowing them to ask questions about her, which she answers by pointing to a graffiti wall created by her previous year's students. (TB)
Descriptors: English Instruction, Secondary Education, Student Attitudes, Student Characteristics
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Hoffman, J. Loraine – English in Texas, 1995
Reports on a study of remedial students. Finds that initial negative attitudes derive from the juxtaposition of emotional and cognitive responses involving derailment of self as a language user; and successful students recognized the need for developmental studies instruction, made improvements in reading and English, and developed coping skills…
Descriptors: Educational Research, English Instruction, Higher Education, Remedial Programs
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Johnson, Jan – English in Texas, 1995
Explains how a teacher uses the acronym SOAR (Sentences Organized and Revised) as the core of a game designed to motivate a class to revise their work through the promise of popcorn, free time, or snacks for their revision work. Describes a worksheet that forces students to pay attention to various parts of their paper. (TB)
Descriptors: Lesson Plans, Revision (Written Composition), Secondary Education, Student Attitudes
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Margerison, Patricia S. – English in Texas, 1994
Discusses responses of undergraduate students in an American literature course to inclusion of ethnic reading selections. Finds that two themes--family and social justice--were touchstones to choose reading selections that older adolescents find personally meaningful. (RS)
Descriptors: Family Characteristics, Family Environment, Family Life, Higher Education
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Peters, William H. – English in Texas, 1994
Shares what is being done in one English methods course to address the call for English education teacher preparation programs to help prospective teachers construct pedagogical understandings of subject matter. Includes three drafts and a final version of students' basic premises for teaching English language arts. (RS)
Descriptors: English Instruction, English Teacher Education, Higher Education, Methods Courses
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Walker, Annie M. – English in Texas, 1994
Explodes five commonly held myths: at-risk students (1) do not want to learn; (2) have no pride in their work; (3) are incapable of discipline; (4) have poor attendance records; and (5) are violent. Argues that at-risk students have the same hopes and aspirations as other students. (RS)
Descriptors: Academic Ability, Attendance, High Risk Students, Secondary Education
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Hodges, Elizabeth – English in Texas, 1994
Offers two case studies which demonstrate gaps between teacher's and students' understandings and valuing of writing and revision. Argues that the more specific teacher's comments are, the more likely that students see immediately what revisions need to be made; and the narrower the conceptual boundaries of the comments, the more likely students…
Descriptors: Case Studies, Higher Education, Revision (Written Composition), Student Attitudes
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Stetson, Maura – English in Texas, 1994
Argues that, difficult though it is to learn, revision is one of the most important components in helping students to perceive themselves as writers. Offers several teaching strategies for fostering revision. (SR)
Descriptors: Junior High Schools, Middle Schools, Revision (Written Composition), Student Attitudes
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Jackman, Mary Kathryn – English in Texas, 1994
Discusses the dilemma of how to respond to student papers advancing morally repugnant positions. Advocates conceptualizing writing as an ethical act and connecting ethics and revision. Describes briefly how three such student papers were handled. (SR)
Descriptors: Bias, Ethical Instruction, Higher Education, Revision (Written Composition)
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Jette, Debra – English in Texas, 1994
Describes how one high school teacher used journal writing and a paper to focus students awareness on prejudice and lack of human compassion in their own school. (SR)
Descriptors: Change Strategies, High School Students, High Schools, Journal Writing
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Bell, Reatta – English in Texas, 1994
Describes a reading/writing relationship between students in different districts and in different grade levels (middle school students and at-risk freshmen) and how it gave meaning and purpose to the activity of reading and writing. (SR)
Descriptors: Books, Helping Relationship, High School Students, Literature Appreciation
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Ozburn, Mary S. – English in Texas, 1995
Describes a sustained silent reading program in a 9th-grade reading class of 60 students, most of them at-risk students. Finds that, on average, students improved 3.9 grade levels in their reading. (SR)
Descriptors: Course Descriptions, Grade 9, High Risk Students, High Schools
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