In this chapter, Troy Hicks and Andy Schoenborn build on their stance of encouragement. They argue that scaffolding students into assigned and individual-choice reading creates confident writers by:
- Connecting the reading and writing process in authentic ways;
- Acknowledging student interests through choice of topic and response style;
- Utilizing digital tools to maintain reading momentum as students capture noteworthy moments;
- Continuing to welcome them into academic conversations with published authors and peers.
Here are the links presented in the chapter, in order:
Building on the idea of Tara Martin’s #BookSnaps and employing the “book, head, heart” framework from Beers and Probst, these examples show how two of Andy’s students responded to key passages in Angie Thomas’s The Hate U Give.
4.2: They Say/I Say Quick Writes
Students engage in a series of timed quick writes loosely based on the Gerald Graff’s and Cathy Birkenstein’s “They Say / I Say” academic writing moves, many of which are captured in this Google Doc, curated by Dave Stuart Jr.
4.3: Responding to Reading with Literary Lenses
- Andy Schoenborn’s “The Basics: Critical Theory” Guide and Tragedy Quick Write Project
- Literary Criticism: Questions for a Variety of Approaches created by English teachers at Hereford High School (Parkton, MD)
- Literary Theories: A Sampling of Critical Lenses created by Rachel Cupryk of Red Mountain High School (Mesa, AZ)
- GDocs template for Cornell Notes: Postmodern Reading of Macbeth
- Sample Student Essay from Lily
Activity 4.4: Joining the Contemporary Conversation
- HON 206 Student Created Website: Social Justice 101